Comparative study of curriculum setting between Chinese and American medical college and its inspirations: a case study of Peking University and Pittsburgh University
10.3760/cma.j.issn.2095-1485.2019.04.004
- VernacularTitle:中美医学生课程设置的对比研究和启示——以北京大学和匹兹堡大学为例
- Author:
Ying HONG
1
;
Tong DING
;
Xuemin LI
;
Wei WANG
;
Shah PRIYAL
;
A.Loewen NILS
Author Information
1. 北京大学第三医院眼科 100191
- Keywords:
Medical education;
Curriculum;
Cultivation of innovative ability;
Medical humanities
- From:
Chinese Journal of Medical Education Research
2019;18(4):342-345
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the differences of curricula setting of medical students in China and the United States,and the enlightenment for medical education in China.Methods The curriculum of the 8-year students in Grade 2010 of Peking University was compared with the schedule of medical students in the same grade at the Pittsburgh University,specifically for the number of courses,the distribution of courses,the training of innovative abilities,and the doctor-patient communication courses.All the data were analyzed by SPSS 20.0,and t test and chi-square test were used for statistical analysis.Results The total number of courses in the two medical schools was similar.The number of study weeks per year for Peking University was (41.6 ± 8.7) weeks while that of Pittsburgh University was (39.6 ± 8.5)weeks,without statistically significant difference (t =1.414,P=0.200).Courses of both universities were distributed from comprehensive courses to medical courses and from basic courses to clinical courses,and the professional courses were similar.Innovative ability training and doctor-patient communication education were reflected in the curriculum of both universities,but the training courses of the University of Pittsburgh began earlier and the form was more flexible.Among them,there was a total of 47 learning hours of the doctor-patient communication lecture in Peking University while the number of Pittsburgh University was 140 learning hours,including lectures and communication with standard patients and real patients.The difference was statistically significant (~=67.45,P=0.000).Conclusion After more than 20 years of medical education reform,the curricula of medical students in China have basically reached the level of developed countries.Professional courses are similar to those of medical schools in developed countries.However,it is still necessary to strengthen the cultivation of innovative ability and medical humanities education.
