Teaching methods for the medical integrated courses in "4+4" medical doctor program in Peking Union Medical College: current status and approaches for improvement
10.3760/cma.j.cn116021-20230505-01593
- VernacularTitle:北京协和医学院“4+4”试点班整合课程教学方法现状及提高途径探析
- Author:
Zhengsong PAN
1
;
Jingjing YI
;
Yongping LU
;
Qin ZHANG
Author Information
1. 中国医学科学院北京协和医学院临床医学专业试点班，北京 100730
- Keywords:
Clinical medicine;
Integration of basic and clinical medicine;
Teaching method
- From:
Chinese Journal of Medical Education Research
2024;23(2):223-226
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the current status of the teaching methods used in the integrated basic and clinical courses and the approaches for improving such teaching methods, and to improve the teaching quality of the integrated basic and clinical courses for "4+4" Medical Doctor Program in Peking Union Medical College.Methods:Students in the Class 2020 of "4+4" Medical Doctor Program who completed the integrated courses from September 2020 to August 2021 were enrolled as subjects. Questionnaire surveys and interviews were performed for the subjects in terms of class hours, integration effect, and self-learning methods. R4.0.0 software was used to perform a statistical analysis of data.Results:The mean weekly class hours of existing modules were (27.59±2.61) hours per week, which was higher than the expectation of students. There was a negative linear correlation between weekly class hours and mean satisfaction score of each module ( r=-0.71, P=0.022). The integration of basic and clinical medical courses had a mean satisfaction score of 2.652. The median preview time for case-based learning/problem-based learning was 30 minutes. Conclusions:In the reform of the integration of basic and clinical medical courses, it is crucial to select and apply proper teaching methods. In order to further improve teaching effect, it is advised to reduce the class hours of theoretical lectures and carefully design and prepare learning materials, and the teaching contents should be organized according to the internal logic of knowledge and the association between clinical knowledge and the knowledge learned during the stage of basic medicine.
