Evaluation of the implementation of the organ-system based integrated curriculum model in medi-cal education

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Evaluation of the implementation of the organ-system based integrated curriculum model in medi-cal education

更新时间：2024-09-19

- Evaluation of the implementation of the organ-system based integrated curriculum model in medi-cal education
- Vol. 17, Issue 11, (2018)
- 作者机构：
  
  华中科技大学同济医学院附属同济医院教学办公室,武汉
- 作者简介：
- 基金信息：
- DOI：
  CLC：
- Published：2018，
- 稿件说明：
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Evaluation of the implementation of the organ-system based integrated curriculum model in medi-cal education. [J]. 17(11).(2018)
DOI：

Evaluation of the implementation of the organ-system based integrated curriculum model in medi-cal education. [J]. 17(11).(2018) DOI：

摘要

目的　比较以器官系统为基础的医学整合课程教学和传统教学模式，评价整合课程实施效果。方法　回顾性分析2016届毕业的接受整合课程教学的实验班学生（45人）和未接受整合课程教学的普通班学生（82人）在校期间公共基础课程、毕业考试、实习出科考试、部分未整合课程考试成绩以及执业医师资格考试成绩，比较两班学生经过不同课程模式学习后成绩提高程度，从而判断整合课程实施效果；班级间比较采用SPSS 19.0行独立样本t检验。结果　两班学生14门公共基础课程中，有13门成绩差异没有统计学意义，说明两班学生在入校时的智力水平及学习能力没有差异。毕业理论考试中，实验班总成绩平均分为（54.71±8.58），高于普通班的（49.13±12.21）分（P=0.008）；且内科学、外科学、妇产科学得分高于普通班（P=0.015，P=0.022，P=0.002）。毕业技能考试（OSCE）中，实验班总成绩平均分为（69.56±5.64），高于普通班的（65.74±5.37）分（P=0.000）；且问诊及查体、临床思维、医患沟通等成绩均高于普通班（P=0.019，P=0.001，P=0.000）。实习出科考试中，实验班学生得分均高于普通班，内科、外科、妇产科成绩差异均有统计学意义（P=0.029，P=0.015，P=0.003），但是儿科成绩差异无统计学意义（P=0.778）。未实施整合的专业课程方面，两班学生的眼科学成绩差异有统计学意义（P=0.000），另3门成绩差异无统计学意义（P=0.565，P=0.058，P=0.899）。执业医师资格考试成绩方面，实验班总体平均分为（429.690±31.197），高于普通班的（412.370±46.858）分（P=0.048）；在各学科笔试成绩中，预防医学、临床医学内容实验班得分高于普通班，差异有统计学意义（P=0.011，P=0.022）；在不同认知层次比较中，实验班的记忆题和应用题得分高于普通班，差异有统计学意义（P=0.022，P=0.041）。结论　整合课程模式比以学科为基础的教学模式更有助于培养学生的综合素质。同时，整合课程并没有固定形式，需要通过科学的效果评价，不断进行调整，从而保障其实施效果

Abstract

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.

关键词

医学教育　器官系统　整合课程　评价

Keywords

Medical education　Organ-system　Integrated curriculum　Evaluation

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