Abstract: Project-based learning can promote students to construct knowledge and capacity independently. This study designed and implemented the cooperative project-based learning (C-PBL) teaching method to explore the feasibility and effect of achieving the learning objectives of preventive medicine. Teachers divided modules according to the core knowledge points of the curriculum, established preventive medicine topics of interest in groups, designed corresponding health intervention projects on the basis of group cooperation, and finally completed the curriculum assessment in the form of simulated intervention projects in class. The results of the questionnaire survey after the course showed that the students had a high degree of identification with the method of “improving learning interest and motivation” [4 (4,4)], “comprehensively and clearly understanding theoretical knowledge” [4 (4,5)], and “conducive to the establishment of a thinking mode of preventive medicine” [4 (4,5)], which can provide practical reference for teachers of relevant courses.

Key words: Preventive medicine, Cooperative learning, Project-based learning, Formative assessment