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Objective:To explore the effect of the "organ system-based learning (OBL)" digestive system teaching model in the clinical internship teaching of undergraduate nursing students.Methods:A total of 84 nursing undergraduates who practiced in the digestive system department of a third-grade Class-A general hospital from July 2020 to May 2022 were selected as the research objects. According to the historical control study, they were divided into control group ( n=42) and experimental group ( n=42). The control group adopted traditional practice teaching, and the experimental group adopted OBL teaching. The admission theory scores of the two groups of nursing students in the department, graduation theory scores and technical scores, nursing students' core competency and clinical teaching satisfaction were compared. SPSS 24.0 was used for t-test and chi-square test. Results:There was no significant difference between the experimental group and the control group in admission theory scores. The graduation theory scores of the experimental group (93.27±1.47) and the control group (90.91±1.32) were statistically significant ( t=7.72, P<0.001). The graduation technical scores of the experimental group (94.51±1.81) and the control group (94.00±2.35) were not significantly different ( t=1.12, P=0.268). The core competency of nursing students in the experimental group (164.21±20.81) and the control group (152.79±15.76) was statistically significant ( t=2.84, P=0.006). Clinical teaching satisfaction of the experimental group (173.33±17.58) and the control group (152.67±19.74) was statistically significant ( t=5.07, P<0.001). Conclusion:The application of the OBL practice teaching model in the digestive system department is conducive to improving the theoretical knowledge of nursing students, and improving the core competence and clinical teaching satisfaction.
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Introduction: The organ-system-based curriculum was developed in response to the demand for integrating basic sciences. It is an integrated curriculum with interdepartmental collaboration as an essential feature. We investigated its implementation in medical schools in Japan. Methods: The basic science/clinical medicine curricula of 80 medical schools were classified as either discipline-based or organ-system-based according to the self-report for the accreditation for medical education and the description in the latest version of “the Status Quo of the Medical School Curricula.” Results: According to the self-report, 12 schools introduced organ-system-based curricula in basic sciences and 52 in clinical medicine. Of the other medical schools, three in basic sciences and 16 in clinical medicine were classified as having an organ-system curriculum based on the “Status Quo of the Medical School Curricula.” Discussion: The concepts toward organ-system-based curricula differ between basic sciences and clinical medicine. The integration level of the organ system curricula is expected to increase in the future as subject committees and cross-departmental collaboration progress.
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The organ-system-centered medical integrated teaching mode has become the trend of modern medical education. This model combines basic medicine with clinical medicine closely. It has been widely conducted domestically and abroad for training qualified clinicians as the main task. This paper summarized the experience of integrated curriculum reform of the digestive system in Chongqing Medical University, analyzed the performance of students involved in curriculum reform, explored the problems in the curriculum reform combined with the actual situation of Chongqing Medical University, and investigated possible solutions to accumulate the experience for further deepening the integrated curriculum reform.
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Introducing the concept of integration into medical curriculum reform is an important measure to promote the development of medical education. This research discusses the advantages and disadvantages of various teaching models by comparing the models of organ system integration courses at home and abroad, combining with the review of the development of integrated courses in Shanghai Jiao Tong University Medical College and the analysis of questionnaires from teachers and students, proposes a curriculum reform plan optimized with the concept of "Medical discipline in the new era", and puts forward targeted suggestions from the aspects of curriculum system setting, teacher security, etc., thus providing research support for the future development of organ system integration curriculum.
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Objective:To evaluate the teaching effect of organ system based learning model on undergraduate clinical practice teaching of anesthesiology.Methods:Thirty-five undergraduates of Batch 2013 who practiced in the Department of Anesthesiology, The First Affiliated Hospital of Chongqing Medical University (round 2) were enrolled as the control group; another 27 undergraduates of Batch 2014 were enrolled as the experimental group. The examination before entering the department evaluated the basic knowledge levels of the two groups. The control group was given the traditional practice teaching mode, while the experimental group was given the practice teaching mode based on organ system. The teaching effect of the organ system based learning model on the practice of department of anesthesiology was evaluated by the examination after the practice and questionnaire survey on students. SPSS 19.0 was used for data statistics and t test was conducted for analysis. Results:There was no significant difference in gender, age and admission education performance between the two groups ( P=0.168, 0.592, 0.750). In the quality and analysis scores of the medical records, the review defense scores, and the theoretical scores, the average scores of the experiment group were all higher than those in the control group ( P=0.021, <0.001, <0.001) at the end of the practice; there was no significant difference in operational exam between the two groups ( P=0.106). The results of questionnaire survey showed that the average scores of the experiment group in the satisfaction of learning mode, teaching efficiency, education and teaching level and teaching information were all higher than those in the control group ( P<0.001, <0.001, <0.001, <0.001); there was no significant difference between the two groups in students' learning efficiency and inspiration ( P=0.778, 0.104). Conclusion:The organ system based learning model in undergraduate clinical practice teaching of anesthesiology has significantly improved the education quality, the theoretical achievement and comprehensive ability of interns.
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In order to meet the needs of contemporary society for medicine and cultivate high-quality compound medical talents, Chongqing Medical University has carried out the "organ system-centered" urogenital system integration curriculum reform. In the practice of integrated curriculum teaching, students have deepened their systematic understanding of medical knowledge, enhanced their enthusiasm and initiative in classroom learning, cultivated students' logical thinking ability, and improved students' innovative scientific research ability, by reorganizing the curriculum system, rewriting textbooks, improving the teaching environment, forming a teaching team, and reforming teaching methods, which laids the foundation for the further improvement of the medical curriculum.
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Objective:To explore the teaching effect of organ system based integrated curriculum in the undergraduates of clinical medicine.Methods:A retrospective cohort study was conducted among 284 undergraduates majoring in clinical medicine from Batch 2011 to Batch 2016 in Shanghai Jiao Tong University School of Medicine. The observation group were 147 undergraduates from Batch 2014 to Batch 2016, taking organ system based integrated curriculum. The control group included 137 undergraduates from Batch 2011 to Batch 2013, taking the traditional mode of subject-centered curriculum. SPSS 21.0 was performed for independent sample t test, and questionnaires were issued to investigate students' evaluation of the teaching of organ system based integrated curriculum. Results:The examination scores of internal medicine problem based learning test, surgical theory test and surgical operation test were better in observation group than in control group [(86.34±2.74) vs. (85.51±3.36); (79.69±8.41) vs. (77.18±6.92); (81.43±10.72) vs. (76.78±11.29), P<0.05]. Obstetrics and pediatric theory test scores were lower in observation group than in control group ( P<0.05). There was no significant difference in test scores of internal medicine between the two groups ( P=0.935). The satisfaction rate of organ system based integrated curriculum in the observation group was 83.75%. Conclusion:The teaching of organ system based integrated curriculum can improve students' comprehensive abilities, and has certain requirements for students' learning autonomy.
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Xi'an Jiaotong University has proposed the concept of "less teaching and more learning, interaction between guiding and learning" in medical education, based on its sedimentary deposits, and carried out reform for all clinical medical students since 2001. After more than ten years of educational reform, we have built brand new management framework, and established integrated organ system-based curriculum and PBL teaching pattern. This pattern involves eight aspects of comprehensive reform, including training program, curriculum model, textbook, teaching method, learning style, assessment and evaluation, teaching organization, teaching conditions and guarantee. It will provide paradigm for the integrated curriculum reform in peer colleges, and will be a milestone in the history of medical education in China.
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Objective:To explore the teaching effect of organ-system-based curriculum (OSBC) on cultivating the post competency of radiologists.Methods:Based on the teaching design of OSBC, our study has completed the teaching practice for imaging diagnosis of prostate diseases, focal liver lesions, small pulmonary nodules and intestinal obstruction. The imaging diagnosis of prostate diseases was taken as teaching point. Fifty-two trainees were divided into four groups: junior standardized residents and clinical-type postgraduates (JSRCP) group, senior grade of standardized residents and clinical-type postgraduates (SG-SRCP), advanced training radiologist (ATR) group, intern doctors (ID) group. The teaching framework of pre-training assessment, training and post-training test was designed, and the teaching effect and the operability evaluation of OSBC was compared in terms of test scores and subjective evaluation before and after the training. SPSS 18.0 was used for t test. Results:The test scores after training of four groups were significantly improved compared to the test scores before training. The test scores of SG-SRCP group and ATR group were significantly higher than those of ID group ( F=16.609, P<0.001). The results of subjective evaluation showed that the SG-SRCP and ATR group had the highest degree of satisfaction. Conclusion:OSBC education mode has a good training effectiveness of middle and advanced stages course of medical imaging. In the future teaching, OSBC teaching should be explored among different levels of students.
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To explore the basics of integrated curriculums and the reform plan of integrated organ-system based curriculum of clinical subjects, this paper takes the integrated musculoskeletal system based curriculum in the third semester for undergraduates majoring in clinical medicine as an example, elaborates on the following five aspects: the organ system-centered curriculum system, the integration of teaching content, curriculum implementation plans, curriculum advantages, major issues and measures for improvement. This paper puts forward some urgent problems such as writing teaching materials , changing teachers' traditional teaching concepts, arranging the course reasonably, achieving learning outcomes, and deepening the integration of knowledge in various subjects. It is also provides suggestions for building a coherent and complete teaching model and knowledge system of the integrated organ-system based curriculum, helping students better understand the organic relationships between various disciplines , and promoting the curriculum reform. The reform of the integrated organ-system based curriculum has achieved initial results.
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To explore the basics of integrated curriculums and the reform plan of integrated organ-system based curriculum of clinical subjects, this paper takes the integrated musculoskeletal system based curriculum in the third semester for undergraduates majoring in clinical medicine as an example, elaborates on the following five aspects: the organ system-centered curriculum system, the integration of teaching content, curriculum implementation plans, curriculum advantages, major issues and measures for improvement. This paper puts forward some urgent problems such as writing teaching materials, changing teachers' traditional teaching concepts, arranging the course reasonably, achieving learning outcomes, and deepening the integration of knowledge in various subjects. It is also provides suggestions for building a coherent and complete teaching model and knowledge system of the integrated organ-system based curriculum, helping students better understand the organic relationships between various disciplines, and promoting the curriculum reform. The reform of the integrated organ-system based curriculum has achieved initial results.
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Objective Comparing the organ-system-based integrated curriculum model and tradi-tional teaching model in medical education to evaluate the effect of Integrated curriculum model. Methods The experiment group (Group A) included 45 students who had graduated in 2016 under integrated curricu-lum model, the control group (Group B) included 82 students who had graduated in the same year under traditional teaching model. Comparing the test score between two groups to see if a significant difference emerged, including general education courses, graduation examination, clinical intern examination, uninte-grated curriculum and National Medical Licensing Examination. Using SPSS 19.0 statistics, 2-Independent-sample T test. Results There were no significant difference in the scores of general education courses between the groups. The total score of graduation theory examination in group A was 54.71±8.58, which was significantly higher than group B (49.13±12.21) (P=0.008), especially in internal medicine, surgery, gyne-cology and obstetrics, the contrast of the two groups being P=0.015, P=0.022, P=0.002 respectively. The total score of OSCE in group A was 69.56±5.64, which was significantly higher than group B (65.74±5.37) (P=0.000), especially in diagnose, clinical thinking ability, interpersonal communication skills and total score, the contrast of the two groups being P=0.019,P=0.001, P=0.000 respectively. The scores of clinical Intern examination in group A were superior to group B, especially in internal medicine, surgery, gynecology and obstetrics, the contrast of the two group being P=0.029, P=0.015, P=0.003 respectively. The scores of 3 unintegrated curriculum in group A were the same with group B. The total score of National Medical Licens-ing Examination in group A was (429.690±31.197), which was significantly higher than group B (412.370± 46.858) (P=0.048), especially in Clinical medicine, Preventive Medicine, the contrast of the two groups were P=0.011, P=0.022 respectively, in the level of knowledge, comprehension, application, the contrast of the two groups being P=0.022, P=0.041 respectively. Conclusions The integrated curriculum modal has more advantages in developing students' Comprehensive ability. There is no fixed pattern of integrated curriculum, and it needs continuous evaluation and improvement to ensure the effect.
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To understand the learning satisfaction on the organ-system-based teaching model among medical students,the questionnaire on the model was designed referring to the actual situation,and the learning satisfaction was evaluated by questionnaire among all the students of excellent clinical medicine class in Chongqing Medical University.Questionnaire survey of learning satisfaction showed that most of the medical students thought highly of the teaching model and they had more harvest.The satisfaction scores of curriculum arrangement,classroom teaching,teachers and teaching material were relatively high.They agreed with the school to carry out the reform.Medical schools should not only fully sum up the achievements of organ-system-based teaching model,but also pay more attention to draw on the advanced experiences both at home and abroad.It should put emphasis on compiling teaching materials of integrated curriculum,strengthening the teaching staff construction,constructing the teaching organization of integrated curriculums,training students' clinical practice ability,as well as cultivating students' autonomous learning ability,to improve learning satisfaction and teaching quality.
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The organ-system-based curriculum (OSBC) medical teaching model with the organ system as the main line closely links the basic medical curriculum with the clinical practice,and breaks the boundaries between different subjects.As this novel teaching model is still in the early stage in China,Chongqing Medical University pioneered to reconstruct the teaching system for OSBC teaching reform,including the great efforts to integrate e the traditional 24 courses into 12,and to allocate talents from various basic and clinical teaching departments to form a new integrated teaching team.In 2011,this new mode was implemented in a pilot class of students.The results showed the 2011 five-year pilot class showed more satisfaction than did the traditional teaching class [(92.5 ± 4.6)％ vs.(72.5 ± 4.9)％,P＜0.05].Besides,the test scores of the pilot class and the traditional class were (80.0 ± 3.6) and (71.0 ± 5.9) respectively(P＜0.05),and the failing rate was (3.7％ in pilot class and 9.3％ in traditional class(P＜0.05).Since the pilot class perform better than the traditional one,the reform of OSBC was implemented for all five-year clinical medicine program in Chongqing Medical University in 2018.
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Starting from the characteristics of nervous system,breaking the traditional subject-centered teaching model,combining the nervous system-related basic and clinical courses,Chongqing Medical University has established a nervous-module organ-system integration curriculum since 2010.This new teaching model is introduced and practiced in 5-year outstanding medical class of Chongqing Medical University.The new integrated curriculum guides students to learn knowledge from points to surface,helps them to combine knowledge vertically and horizontally,and simplifies the duplicate teaching content,so as to promote students to develop coherent and innovative thinking mode.Integrated curriculum pattern is an inevitable trend in medical education reform.
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As the integration of human parasitology and medical microbiology curriculum, pathogen biology, although constructed and developed about 20-years, didn't realize the true integration of the two disciplines. Beyond that, it was also faced with numerous difficulties such severe compression of human par-asitology class, lack of teaching materials to achieve the true meaning of integration, difficulty to cultivate teachers and so on. The organ-system based learning (OBL) curriculum model may provide new strategies for the dilemma, to be resolved through the following channels: Rearranging the curriculum and teaching materials based on the classification of pathogenic organism parasitic or invasive organs; Corresponding training in microbiology and parasitology teaching by teachers continuous realization, while highlighting the professional teaching level of highly qualified teachers in both courses.
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Systems-based integrated course is the core and hot spot in current advanced medical education reform.An integrated organ-system oriented curriculum system of endocrinology and metabolism was applied in eight year clinical medicine and five year excellent doctor education.The teaching contents of endocrinology and metabolism from traditional Basic Medicine,Internal Medicine and Surgery were integrated and optimized to compile the integrated syllabus and teaching cases.Curriculum integration oriented PBL teaching and comprehensive morphology experimental teaching were implemented into the integrated endocrinology and metabolism system curriculum.This endocrinology and metabolism course integration based on organ-system based learning is conducive to establishing the organic connection between Basic Medicine and Clinical Medicine,and cultivating high-quality medical talents.
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In order to carry out the training objectives ofexcellent doctor education training pro-gram implemented by the Ministry of Education and the Ministry of Health, an integrated organ-system oriented curriculum system of circulatory system was applied in five year clinical medicine education. The teaching contents of circulatory system from traditional Histology and Embryology, Physiology, Pathology, Pathophysiology, and Pharmacology were integrated and optimized to compile the integrated circulatory sys-tem textbook. problem-based learning (PBL) and comprehensive morphology experimental teaching were implemented into the integrated circulatory system curriculum. Diversified examination methods including continuous assessment of PBL were used to evaluate the learning effect of students. As a result, a new cur-riculum model of circulatory system teaching was constructed. And on the base of this curriculum model, an innovation course research experiment was performed, a digital network teaching platform with 4A (anybody, anything, anywhere, anytime) was set up, and diversified teaching methods were applied. This new developing curriculum system is helpful for students to relate what they have learned in the basic sci-ences to clinical medicine, gain clinical thinking competence, lifelong skills of self-directed learning, in-novative thinking, and ability of scientific research and practice.
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Medical curriculum integration mode is the development trend of medical education re-form. The Institute of Basic Science of Guangzhou Medical University has given full consideration to the present situation at home and abroad and its own conditions, modularized the traditional basic medicine ex-periment course according to the similar content, and formed medical human morphology (human anatomy and tissue embryology, pathology), immune and pathogenic biology (microorganisms, parasites, immunology), biological science (cell biology, genetics, biological sciences) three modules, and then gradually established and perfected a scientific and effective comprehensive morphology experiment teaching material, teaching method, examination and evaluation system based on the teaching content of integration. The establishment of this new basic medical morphology course system, which is based on the organs and systems, shows the less content redundancy, good structural and overall coordination of the new curriculum, so as to play its comprehensive advantages and conform to the trend of the development of the medical education.
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Combining the PBL teaching method and the organ system as the core teaching method, we have carried on the teaching practice of 2 comprehensive experiments in the circulation system of hem-orrhagic shock and treatment, as well as the renal function and failure of the urinary system. The implemen-tation process has been divided into two links: preparation before class and class-room practice to improve the students' ability to study and solve the problem of scientific research.