Effectiveness of a Dynamic Analogy-Based Teaching Method on Learning Bone Marrow Cell Morphology: A Randomized Controlled Trial among Medical Undergraduates

This randomized controlled trial evaluates the effectiveness of a novel "Dynamic Analogy Teaching Method" grounded in Conceptual Metaphor Theory and Cognitive Load Theory for teaching bone marrow cell morphology to medical undergraduates. The intervention uses systematic analogies ("lunar phases" for granulopoiesis, "psychological growth" for erythropoiesis, and "popcorn popping" for megakaryopoiesis) to facilitate cognitive schema construction. Outcomes include theoretical knowledge scores, practical identification skills, and learner perceptions (satisfaction, cognitive load, confidence).