Guidance of critical thinking of clinical medical students in disease-centered PBL integrated course: taking diabetes as example / 中华医学教育探索杂志

Disease-centered problem-based learning (PBL) integrated course inspires the thinking of medical students in the case scenario to stimulate students' motivation of active learning. In this paper, the study of diabetes cases was taken as an example. Through the design of PBL cases, the scenario was reconstructed and information was provided step by step, so as to induce the students to discuss and learn the related knowledge of glucose metabolism and understand the predisposing factors of diabetes. Furthermore, students' critical thinking could be inspired through the information of the misdiagnose and mistreatment to recognize the clinical presentation and inducement of diabetic ketoacidosis. This teaching model is conducive to the cultivation of medical students' questioning spirit and critical thinking, laying a foundation for the cultivation of innovative medical talents.

Construction of evaluation system on integrated experiment course / 中华医学教育探索杂志

Integrated experiment course is beneficial to optimizing the whole structure of medical courses and plays an important role in improving medical students' comprehensive quality and innovation capability. After several years of reform and exploration, Shanghai Jiao Tong University School of Medicine has developed the medical functional integrated experiment course with concept of "strengthen quality, reinforce foundation , encourage innovation and provide professional service", established a diversified evaluation system, and developed a corresponding assessment scale for reviewing students' comprehensive ability and the quality of experiment teaching. This paper investigated and prospected how to construct and optimize this evaluation system from the aspects of the relationship between evaluation method and course structure, and their effects, so as to provide strategic guidance for the further development of integrated experiment course.

Construction of evaluation system on integrated experiment course / 中华医学教育探索杂志

Integrated experiment course is beneficial to optimizing the whole structure of medical courses and plays an important role in improving medical students' comprehensive quality and innovation capability. After several years of reform and exploration, Shanghai Jiao Tong University School of Medicine has developed the medical functional integrated experiment course with concept of "strengthen quality, reinforce foundation, encourage innovation and provide professional service", established a diversified evaluation system, and developed a corresponding assessment scale for reviewing students' comprehensive ability and the quality of experiment teaching. This paper investigated and prospected how to construct and optimize this evaluation system from the aspects of the relationship between evaluation method and course structure, and their effects, so as to provide strategic guidance for the further development of integrated experiment course.

Exploration on "organ-systems-based curriculum" reform of respiratory system course / 中华医学教育探索杂志

Chongqing Medical University established respiratory system course group and implemented "organ-systems-based curriculum" (OSBC) integration teaching reform.OSBC teaching of respiratory system broke the traditional disciplinary-centred teaching pattern,adopted the disease-centred and clinicaloriented teaching curriculum.The course group carried on the comprehensive reorganization to the curriculum contents and the teaching personnel,compiled integrated teaching materials,optimized teaching methods and evaluation system.OSBC teaching of respiratory system has so far made some achievements,but the integration of different disciplines,the teaching ability of teachers and the students' coordination with OSBC courses still need to be further improved.

Practice on organ system-based integrated course reform of nervous system / 中华医学教育探索杂志

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.

The application of integrated course design (ICD) in the foreign language teaching on doctor-patient communication / 中华医学教育探索杂志

Foreign language teaching on doctor-patient communication has played an increasingly important role in accordance with the internationalization of medical education and the development of the Belt and Road Initiative. According to the model of integrated course design (ICD), foreign language teaching on doctor-patient communication is designed and carried out in the process of analyzing situational factors, identifying learning outcomes and learning assessments, designing learning activities and integrating all the factors to improve the learners' competency on English linguistics, intercultural communication as well as medical service for foreign patients. The teaching practice and assessment results prove that ICD could guide foreign language teaching on doctor-patient communication effectively, and this kind of teaching should be carried out actively in medical colleges from cross-cultural perspective.

Differences of Perceptual Importance for Graduate Outcomes among Faculties, Students and Parents in a Medical School / 계명의대학술지

To find out the different cognition of the members of medical school about the importance of graduate outcomes such as 'clinical performance, communication, supporting patients, professionalism, problem solving and research, self-development', a survey applied with self-report method was conducted with 110 faculties, 132 students (71 premedical 2nd graders and 61 medical 2nd graders), and 30 parents about graduate outcomes and sub-outcome competences. Parents usually thought highly of the importance of graduate outcomes, while medical second graders comparatively regarded them as less important. Among graduate outcomes, 'clinical performance' was definitely considered the most important and was followed by 'communication'. As for 'self-development', parents and premedical 2nd graders regarded it as important, while faculty and medical 2nd graders had lower awareness about its importance. As to the suboutcome competences, faculty generally had lower awareness about their importance compared to students and parents.

Research and implementation of integrated course of medical introduction I centered on organ systems / 中华医学教育探索杂志

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.

Taking capacity-building as the objective and carrying out teaching reform in the integrated course of introduction to clinical medicine / 中华医学教育探索杂志

This paper introduced the teaching reform in the integrated course of introduction to clinical medicine in China medical university.According to the capacity and quality in the global minimum essential requirements in medical education (GMER) proposed by the Institute for International Medical Education (IIME),we carried out the teaching reform of ‘early exposure to clinic’ in the integrated course of introduction to clinical medicine based on the theory of competency-based education (CBE) and took capacity-building as the teaching objective.We achieved good teaching effect and appraisal by students.

The Newly Adopted Integrative Curriculum at Chungbuk National University Medical School / 한국의학교육

PURPOSE: Entering a new century in the year 2001, Chungbuk National University Medical School (CNUMS) decided to adopt a fully integrative curriculum. This plan has been executed from 2002 to 2005. we are now at a point to assess this new curriculum and further improve it for the future. METHODS: We studied 'Curricula for Undergraduate' from Chungbuk National University and 'The Present Educational Status of Medical College' the Dean's Council of Korean Medical College published from 1987 to 2005. RESULTS: All lectures consisted of integrated lectures between the basic and clinical medical sciences. First and second year lectures focused on the horizontal integration of basic and clinical medical sciences, respectively. Also lectures between the first and second years formed longitudinal integration and purposeful repetition. Practical Classes were comprised of essential major clinical medicines and elective clinical medicines. Generally, lectures were reduced to introduce active learning subjects including problem-based learning (PBL), communicational skills, objective structured clinical examination (OSCE) /clinical performance examination (CPX), basic clinical skills, community medicine, and health and society. CONCLUSION: The curriculum of CNUMS was changed from the traditional department-centered lectures to integrated organ-centered integrated lectures and practical classes. However, further innovation is required on the inside of curriculum.

How should the Education of Basic Sciences Be Achieved in Accordance with the Model Core Curriculum? / 医学教育

Since the model core curriculum was shown in public, the discussion about the medical education is getting hot in every medical school. In the model core curriculum, the integrated course is designed with the basic sciences and the clinical medicine via pathophysiology, which will be educated by the PBL tutorial. Thus, the model core curriculum is suitable for growing up better clinician. The problem involved in the context is the lower recognition to the basic sciences and also the missing of the next generation in the teaching staff of the basic sciences. The introduction of the information technology to the medical education should be much progressive. The new integrated course with the structure and function should be designed with the information technology, which will fit to the new medical education in the 21st century.