The integrated curriculum of basic medicine in Shanxi Medical University is as follows: nine basic medical courses were integrated into 10 teaching modules

additional courses including PBL and TBL case discussion

clinical observation and internship

flipped classroom

and other subjects not be integrated. The anonymous questionnaire survey from the students and the teachers of basic and clinical medicine were collected for assessment of students’ interest in and intrinsic motivation to participate in the integrated curriculum and learning results. More than 90.0% of the students were willing to participate in curriculum integration

PBL and TBL case discussion

while less than 10.0% were unwilling for thinking that knowledge of the new curriculum system was incoherent. With the increase of grade

the proportion of students who were unwilling to participate in flipped class increased from 6.7% to 95.0%. The basic and clinic medical teachers believed the students had solid foundational knowledge (81.3% and 80.0%

respectively)

their ability to discriminate and analyse was obviously enhanced (75.0% and 70.0%

respectively)

whie the practical ability of students had not been improved (50% and 70.0%

respectively). Therefore

the integrated basic medicine curriculum is beneficial to inspire learning interest and the training of students' discriminatory ability. However

in terms of the details of curriculum connection and the content choice for self-study

it needs to be supplemented by online curriculum methods to provide effective resources.