Exploring the Practice of "Competition–Teaching Integration" in High-Quality Development of Medical Laboratory Technology Education

Abstract

The integration of competition into medical laboratory technology (MLT) education has emerged as a promising strategy for promoting high-quality teaching and learning. This review explores the theoretical foundations, practical implementation, outcomes, challenges, and future directions of competition–teaching integration (CTI) in MLT programs. Grounded in constructivist, experiential, and competency-based educational theories, CTI emphasizes active learning, problem-solving, and skill application. Practical strategies include embedding competitive activities into curriculum design, combining laboratory training with scenario-based challenges, and fostering student competencies such as technical proficiency, innovation, and teamwork. Evidence from leading institutions demonstrates that CTI enhances laboratory skills, research capability, and employability, while also promoting engagement and motivation. Despite these benefits, challenges such as resource limitations, curriculum constraints, and assessment complexities remain. Looking forward, the adoption of digital simulation platforms, AI-assisted learning tools, cross-disciplinary collaboration, and international competitions can further enhance educational quality. Comprehensive assessment frameworks and supportive policies are essential for sustainable implementation. Overall, CTI represents a dynamic and interactive approach that strengthens professional competencies and contributes to the high-quality development of MLT education, providing valuable insights for educators, curriculum designers, and policymakers.