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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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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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By using SWOT method, we analyze the strengthen, weakness, existing opportunity and challenging of applying Mini-CEX which is named Mini Clinical Evaluation Exercise in theOrgan-system-based curriculum modelclinical nursing teaching, and propose related development strategy of Mini-CEX.
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Objective To explore the teaching effect ofOrgan-system-based curriculum in-tegrated model on clinical graduation field work. Method 150 clinical medical undergraduates of Grade 2009 from Shenyang Medical College selected, were randomly divided into the experimental group (75 persons) and the control group (75 persons). The experimental group adopted the means of the Organ-system-based curriculum integrated model, namely practicing according to human organ-system and the control group accepted the traditional pattern of discipline centered practice during the clinical graduation internship. The two groups of students carried out questionnaire survey and comprehend examinations when the practice ended, and then statistics analysis (the chi square test, t test) was done by the SPSS 19.0 software between the two groups in order to explore the teaching effect. Result The students' satisfaction degree from six aspects of the questionnaire survey showed in the experimental group was significantly higher than that in the control group (the degree of recognition of practicing pattern: χ2=11.437, P=0.003; the architectonic integrality: χ2=9.881, P=0.007; the im-provement of the autonomic learning ability χ2=9.643, P=0.008; the teaching method and means: χ2=11.006, P=0.004; motivating learning interest: χ2=13.550, P=0.001; increasing the ability of clinical thinking: χ2=13.309, P=0.001), and the average test scores of students from three parts of examination results showed by comprehend examinations (speculative knowledge examination: t=2.768, P=0.006;technical skill examination: t=2.212, P=0.029; clinical capability examination: t=5.015, P=0.000) in the experimental group was obviously higher than that in the control group and the difference was sig-nificant. Conclusion Organ-system-based curriculum integrated model on clinical graduation in-ternship is generally approved by the students, which has significantly improved the students' clinical thinking ability, and the quality of graduation internship teaching.