The integrated course centered on organ system has been implemented for several years in Huazhong university of science and technology.Basic medicine courses were divided into three modules.Medical introduction Ⅰ was the first one which integrated nine basic medicine courses.Reform on teaching methods,teaching content,teacher training and experiment teaching were conducted and initial results were achieved.

United States is the world's Medical Center, and American medical education is also a typical representative of the western medical education. This study takes the Medical School of Utah University and Tongji Medical College of Huazhong University of Science and Technology as an example to analyze and compare the similarities and differences between Chinese and American medi-cal schools in the aspects of subject setting , curriculum planning , teaching method and auxiliary teaching means. The result shows that both are basically the same in the setting of the course of clini-cal medicine, adopt integration module and PBL teaching, but there are fewer subjects of basic course at the school of medicine of Utah university, and online teaching and studying are more commonly used as an auxiliary teaching means.

In order to prevent the teaching reform of organ system curriculum from fall of teaching quality, the teaching effect of organ system curriculum and subject curriculum system in teaching the basic knowledge of pathophysiology was compared. In organ system curriculum teaching, there was no difference between the grades of students in Batch 2011 and Batch 2012 who conformed to the teaching principle of "gradual improvement" and those of the students taught with subject curriculum system. On the contrary, the students of Batch 2013 and Batch 2014 with insufficient curriculum content integration had a decreasing trend or a significant reduction in the teaching effect of organ system curriculum compared with that of subject curriculum system. After the supplementary for curriculum knowledge was made, the teaching effect of the organ system was significantly improved, which was better than that of the subject curriculum system. In conclusion, we have summarized and reflected on the effectiveness of the teaching reform of organ system curriculum, once again proved that basic medical teaching must also follow the inherent law of medical education, which is the teaching principle of "gradual improvement."