Implementation and preliminary evaluation of integrated curriculum of basic medicine for clinical students: taking Shanxi Medical University as an example
10.3760/cma.j.issn.2095-1485.2019.10.003
- VernacularTitle: 临床医学专业基础医学整合课程实施与初步评价：以山西医科大学为例
- Author:
Huilin CUI
1
;
Jianshan XIE
1
;
Xuanping ZHANG
2
;
Hongli LIU
3
;
Hairong LI
1
;
Ximei CAO
1
;
Yu ZHANG
4
Author Information
1. Teaching and Research Section of Histology and Embryology, College of Basic Medicine, Shanxi Medical University, Taiyuan 030001, China
2. Teaching and Research Section of Pharmacology, College of Basic Medicine, Shanxi Medical University, Taiyuan 030001, China
3. Teaching and Research Section of Parasitology, College of Basic Medicine, Shanxi Medical University, Taiyuan 030001, China
4. Major of Physiology, Shanxi Medical University, Taiyuan 030001, China
- Publication Type:Journal Article
- Keywords:
Basic medicine;
Integrated curriculum;
Application;
Preliminary evaluation
- From:
Chinese Journal of Medical Education Research
2019;18(10):982-985
- CountryChina
- Language:Chinese
-
Abstract:
The integrated curriculums of basic medicine in Shanxi Medical University are as follows: nine basic medical courses were integrated into 10 medical modules, with additional training including PBL and TBL case discussion, clinical clerkship, flipped classroom and other non-integrated subjects etc. In order to assess the interest of students for integrated curriculum, their intrinsic motivation, as well as their comprehension and application of medical knowledge, we gave anonymous questionnaire to 149 students, 16 teachers in basic medicine, and 10 teachers in clinical medicine. Results showed that more than 90% students were willing to take the integrated curriculum and participate in PBL and TBL case discussion, and students who were unwilling to take the curriculum were less than 10%, they thought that the knowledge of new curriculum system was incoherent. The proportion of students from higher grade who were unwilling to participate in the flipped classroom was increased from 6.7% to 95.0%. Most of the teachers both in basic and clinic medicine believed that new curriculum system was helpful for students to comprehend basic medical knowledge and strengthen their discriminating ability, but did not function in improving students' practical ability. In the further reform on teaching, details like the coherence of knowledge and the content selected when self-studying should be improved.
