Project-Driven Teaching Reform in the Health Assessment Course Based on the Digital-Intelligence Innovation Model

Abstract

Digital-intelligent technologies have rapidly integrated into the education sector, and the demand for medical professionals continues to evolve. Against this backdrop, the traditional teaching model of Health Assessment, a key course that connects foundation medicine and
clinical nursing, is no longer able to meet the needs of cultivating high-caliber medical professionals in China's new era. This paper focuses on
the digital-intelligence innovation model, and leverages the advantages of project-driven teaching to explore the challenges in the teaching of
courses such as Health Assessment, and delve into the pathways to improve the teaching. By redefining teaching objectives, improving teaching content, innovating instructional delivery processes, and refining teaching evaluation mechanisms, it achieves the integration of digital
technology and project-driven teaching, breaks through the temporal-spatial constraints and methodological limitations of traditional teaching
to activate students' learning autonomy, applied competencies, and digital-intelligent literacy, thereby enhancing instructional quality and talent cultivation efficacy, while providing a referential model for analogous medical course reform.