Abstract: This study takes the five-year clinical medicine students admitted in 2022 at Harbin Medical University as an example to elaborate on the construction of an immersive and participatory teaching mode in systemic anatomy. This mode emphasizes student-centeredness, relies on the creation of multimodal digital resources as the foundation, and innovates assessment methods for teaching support. It is implemented through reshaping the three-class linkage teaching form, integrating diverse interactive teaching methods, and deepening the integration of political and virtue awareness education in situational experiences. The comprehensive final exam scores of 47 students were (82.08±9.48), with an excellent rate of 19.1%(9/47). Among the 48 students who participated in the questionnaire survey, 44(91.7%) were very satisfied with the course design; 42(87.5%) believed that the teaching method enhanced their subjective initiative in learning; 42(87.5%) felt that it facilitated knowledge acquisition and broadened their knowledge scope and depth; 44(91.7%) thought it promoted the connection between theory and clinical practice and strengthened clinical thinking; 41(85.4%) considered it highly beneficial for improving their ability to analyze and solve problems; and 43(89.6%) believed it enhanced their professional qualities and strengthened their conviction to pursue medical studies. The immersive and participatory teaching approach is conducive to cultivating the comprehensive abilities of medical students, with good application effects and increased teaching satisfaction among them.

Key words: Teaching, Systematic anatomy, Students-centeredness, Immersive participatory teaching