Impact of different curriculum systems on the perceptions of post competency of undergraduate medical students
10.3760/cma.j.cn116021-20201028-00699
- VernacularTitle:不同课程体系下本科阶段医学生对岗位胜任力认知的区别
- Author:
Pingping LI
1
;
Meihua LU
;
Lei YIN
;
Wei WANG
;
Fan JIANG
;
Yijin GAO
Author Information
1. 上海交通大学医学院附属上海儿童医学中心，上海 200127
- Keywords:
Medical education;
Medical student;
Competency;
Integrated curriculum system
- From:
Chinese Journal of Medical Education Research
2021;20(12):1416-1419
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To assess the impact of integrated curriculum (vertically integrated curriculum system) and traditional curriculum system on the perceptions of post competency of undergraduate medical students.Methods:Bibliographic retrieval method and expert consultation were used to compile the questionnaire of perceptions on the post competency of undergraduate medical students. The questionnaire was conducted online to survey the undergraduate medical students from Shanghai Jiao Tong University School of Medicine during March to April, 2019. SPSS 20.0 software was applied for data analysis, chi-square test was used to analyze the classroom teaching forms of medical undergraduates who received different curriculum systems, and their cognition of the doctor post competency and cognitive pathways, and finally the top 10 important competencies were compared.Results:A total of 200 questionnaires were distributed and 167 were recovered, with a recovery rate of 83.5%. Workshop learning was more common in the vertically integrated undergraduate curriculum. Compared with Chinese traditional curriculum, the medical students taught by the vertically integrated undergraduate curriculum were much better informed about competency ( P<0.05). The access to knowledge of competency was also statistically different between two groups of students ( P<0.05). Conclusion:The vertically integrated curriculum is more efficient in helping undergraduate medical students to acquire knowledge about competency.
