A comparative study of organ-system based integrated curriculum model and traditional teaching model in medical education
10.3760/cma.j.issn.2095-1485.2015.05.010
- VernacularTitle:以器官系统为基础的医学整合课程教学与传统教学的比较研究
- Author:
Fei TAN
;
Baojun WAN
;
Tao SHU
;
Hui WEN
;
Zhanchun FENG
;
Jiagao LYU
- Publication Type:Journal Article
- Keywords:
Medical education;
Organ-system;
Integrated curriculum
- From:
Chinese Journal of Medical Education Research
2015;(5):468-472
- CountryChina
- Language:Chinese
-
Abstract:
Objective By comparing the organ system based medical integration teaching mode and traditional teaching mode to evaluate the effect of the integration of curriculum implemen-tation. Methods Through a questionnaire survey of 63 students who implement integrated curriculum and 183 students who are not implementing integrated curriculum as well as 76 teachers, we evaluate students' emotional, cognitive and motor skills, using SPSS statistical analysis, chi-square test. Results In the affective domain, most of the teachers thought the experimental class was superior to the com-mon one in learning interest, lifelong learning and independent learning, critical thinking, the contrast of the two classes were P=0.000, P=0.031 and P=0.001 respectively, all of significant difference. In the cognitive domain, the contrast of the two classes in memory, understanding and application were P=0.000, all of significant difference. The experimental class has high degree of recognition. In the psychomotor domain, more than 55.3%(42/76) of the teachers thought that the experimental class was superior to the common class. According to the students' questionnaire survey, the contrast of the two classes in clinical operation skills, Interpersonal communication skills were P=0.077, P=0.031 respec-tively. There was no statistically significant difference. Conclusions The integrated curriculum teach-ing model can greatly promote students' abilities in most areas such as interest in learning, lifelong learning awareness, clinical thinking ability; interpersonal communication skills etc. In some respects the differences remains to be further studied such as memory of knowledge, systematic knowledge, and clinical operation skills, etc.
