Objective This study discusses the role of case-based learning (CBL) in the development of common competency in medical students.Methods One hundred and twenty-one students of Grade 2013 and Grade 2014 majoring in clinical medicine were divided into study (Grade 2014:63 students) and control (Grade 2013:58 students) groups.The study group was composed of 5 teams,with 12 or 13 students in each team.CBL and traditional lecture-based learning (LBL) were applied to the study and the control groups respectively.After the courses,a questionnaire with 10 indicators of medical students' common competency was scored by the students.The scores were entered into SPSS 19.0 for two independent-samples t-test.Results The effective questionnaire recovery rates for the study and the control groups were 92.1％ and 98.3％ respectively.For the medical students' post competency index,students in the study group scored significantly higher than those in the control,with knowledge mastery,study interest,learning initiative,independent learning,problem analyzing,problem solving showing the following scores,respectively:(5.57 ± 0.77),(5.28 ± 1.01),(5.16 ± 0.91),(5.05 ± 1.05),(5.10 ± 0.89),and (5.09 ± 1.01),compared to those in the control showing the following scores,respectively:(5.14 ± 0.99),(4.82 ± 1.12),(4.75 ± 1.07),(4.46 ± 1.09),(4.70 ± 1.03),and (4.68 ± 0.97),and the differences were statistically significant (P＜ 0.05).Besides,students in the study group performed much better in communication,collaboration,information collection,or critical thinking than those of the control (P＜0.05),with scores in the study group showing (4.97 ± 1.08),(5.33 ± 0.94),(5.21 ± 0.97),and (4.98 ± 0.96),respectively and those in the control (3.93 ± 1.16),(1.95 ± 0.85),(2.21 ± 0.98) and (2.12 ± 0.91),respectively,and the differences had statistical significance.Conclusion CBL can promote the early development of medical students' common competency during basic medical education and compared to the traditional LBL,teaching in smaller teams is much better in ability training.

Objective: To investigate students' satisfaction degree and goal-achieving degree for cultivating applicative medical talents by analyzing the results of satisfaction degree survey on blending teaching in physiology from 2016 to 2018 under the background of audit assessment. Methods: Grade 2015 undergraduates majoring in oral medicine (n=60), grade 2016 undergraduates in medical laboratory science (n=59), grade 2016 undergraduates in Traditional Chinese Medicine (n=27), and grade 2017 undergraduates in oral medicine (n=58) were selected as study subjects. Blending learning in physiology was adopted and the teaching process was designed according to the training objectives for applicative medical talents. Questionnaires were conducted among students at the beginning and end of the semester to rate the satisfaction degree of learning in physiology. The questionnaire scores were put into SPSS 19.0 for independent t-test. Results: Grade 2015 oral, 2016 grade medical examination technology, 2016 grade traditional Chinese medicine, 2017 grade stomatology majors. In the scoring indicators of the questionnaire, teaching method scores, semester knowledge mastery scores, semester analysis problem solving ability scores, semester autonomy Both the learning ability score and the final expression communication ability score were significantly higher than the beginning of the semester, and the differences were statistically significant (P<0.01). Conclusion Students are satisfied with the blending learning in physiology which fits the cultivating goal for applied medical talents and reaches the standard line of audit assessment.

Objective:To investigate the effects of teaching reform to strengthen the integration of basic medicine and clinical medicine by analyzing the scores of the National Medical Licensing Examination from 2014 to 2018.Methods:Through the improvement of the training program, the establishment of subject integration courses, the standardization of case teaching mode and the establishment of comprehensive medical experiment courses, the teaching reform of the combination of basic medicine and clinical medicine was carried out. The differences in the scores of the National Medical Licensing Examination between the students from Dalian University and those from the whole country were compared, including the average total scores, the passing rates, the average mastery rates of the basic medicine, and the average mastery rates of the cognitive level of the basic medicine.Results:In 2014, 2015 and 2016, the average total scores of the students from Dalian University were 384.70±53.62, 395.45±50.49, and 401.43±50.88, respectively, which were lower than those from the whole country (396.15±58.85, 400.78±56.88, and 405.15±58.06). The average mastery rates of the basic medicine of the students from Dalian University were 56.28%, 62.45%, and 64.92%, respectively, lower than those from the whole country (58.41%, 62.46%, and 65.36%). The average mastery rates of the basic medicine of the students form Dalian University from 2014 to 2016 were lower than those from the whole country, and those were higher in 2017 to 2018 than the whole country. The average total scores of the students form Dalian University in 2017 and 2018 were 397.11 and 400.26 ± 61.15, respectively, higher than those from the whole country (388.91 and 397.01±58.35). The average mastery rates of the basic medicine of the students form Dalian University were 61.53% and 59.85%, respectively, higher than those from the whole country (58.64% and 58.38%). The total passing rates of the students from Dalian University in 2014 and 2016 were 91.11% and 72.73%, respectively, lower than those from the whole country (91.18% and 73.75%), while in 2015, 2017 and 2018 those were 76.47%, 77.78%, and 77.59%, respectively, all higher than those from the whole country (73.59%, 74.29%, and 76.89%). All the data showed a trend of increase with the teaching reform process.Conclusion:Strengthening the teaching reform of the combination of basic medicine and clinical medicine during the learning stage of basic medicine could improve students' learning interest and attention to the basic medical knowledge, strengthen the understanding of the relevance of basic medicine to clinical medicine, and play a positive role in the cultivation of medical students' post competency and the achievement of the goal of training applied medical talents.

Objective To investigate the construction and practice of an integrated interdisciplinary course based on cases and its effect on the development of common competency in students majoring in clinical laboratory science.Methods 116 students majoring in clinical laboratory science were enrolled from class 2014 (control group,n=59) and class 2015 (experimental group,n=57) in the study.The integrated interdisciplinary course based on cases was taught in the experimental group,while the traditional courses were taught in the controls.At the end of the fourth semester,exam scores of pathophysiology of all the students were compared.Questionnaires for teaching effects were scored in the experimental group at the beginning and at the end of the experiment semester,respectively.The scores were processed with SPSS 19.0 for independent-samples t-test.The experimental group was further divided into two subgroups,experimental class 1 with the course taught as case-based learning (CBL) and experimental class 2 with the course taught as team-based learning (TBL).Comparison between the questionnaire scores and the pathophysiology scores were also performed in the two experimental classes.Results The pathophysiology scores of the experimental group (75.65 ± 7.13) were significantly higher than those of the controls (69.94 ± 9.77),P=0.000.The scores of the 15 indicators in the questionnaire for the experimental group were significantly higher at the end of the semester than those at the beginning of the semester (P＜0.01),including scores of learning interest [(7.59 ± 1.48) vs.(3.81 ± 1.80)],connection among basic medicine courses [(8.19 ± 1.22) vs.(4.07 ± 1.57)],integration of basic and clinical medicine courses [(8.33 ± 1.19) vs.(3.36 ± 1.42)],problem analyzing ability[(8.10 ± 1.17) vs.(3.64 ± 1.44)],problem solving ability [(7.71 ± 1.14) vs.(4.12 ± 1.51)],self-learning ability [(8.07 ± 1.55) vs.(3.52 ± 1.54)],communication skills [(8.02 ± 1.15) vs.(3.59 ± 1.34)],teamwork [(7.55 ± 1.17) vs.(3.19 ± 1.38)],and critical thinking [(7.41 ± 1.23) vs.(3.72 ± 1.36)] at the end of the semester and at the beginning of the semester,respectively.Conclusion The integrated interdisciplinary course based on cases can promote the development of post competency among students majoring in clinical laboratory science during basic medical education.