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Cognition before curriculum: rethinking the integration of basic science and clinical learning.课程之前的认知：重新思考基础科学与临床学习的整合。
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Abraham Flexner's "mooted question" and the story of integration.亚伯拉罕·弗莱克斯纳的“悬而未决的问题”和融合的故事。
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临床实习前医学教育中基础与临床医学整合对学业成绩的影响。

Changes of academic performance by integration between basic and clinical medicine in pre-clerkship medical education.

作者信息

Yune So Jung, Jung Jin Sup

机构信息

Department of Medical Education, Pusan National University School of Medicine, Yangsan, Korea.

Department of Physiology, Pusan National University School of Medicine, Yangsan, Korea.

出版信息

Korean J Med Educ. 2018 Sep;30(3):209-218. doi: 10.3946/kjme.2018.95. Epub 2018 Aug 27.

DOI:10.3946/kjme.2018.95
PMID:30180508
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC6127612/
Abstract

PURPOSE

The purpose of this study was to investigate the effect of curriculum revision on student performance in tests of the medical knowledge of students at Pusan National University.

METHODS

Test scores of the Basic Medicine Comprehensive Examination (BMCE), conducted by the Medical Education Assessment Corporation, and internal clinical knowledge tests of the three integrated courses of the Pusan National University School of Medicine, during the last 3 years (2015-2017) were compared with an unpaired Student t-test and the results were considered to be significant at p<0.05.

RESULTS

Curriculum revision in 2017 introduced the integration of basic and clinical courses at the organ level of medical education. Scores of BMCE and internal clinical knowledge tests in three integrated courses after curriculum revision showed a statistically significant increase after curriculum revision.

CONCLUSION

Curriculum revisions that integrated the basic and clinical courses in organ-level education improved student's academic performance significantly.

摘要

目的

本研究旨在调查课程修订对釜山国立大学学生医学知识测试成绩的影响。

方法

采用不成对学生t检验，比较医学教育评估公司进行的基础医学综合考试（BMCE）的测试成绩，以及釜山国立大学医学院三个整合课程在过去3年（2015 - 2017年）的内部临床知识测试成绩，结果在p<0.05时被认为具有统计学意义。

结果

2017年的课程修订引入了医学教育器官层面基础课程与临床课程的整合。课程修订后，三个整合课程的BMCE成绩和内部临床知识测试成绩在课程修订后有统计学意义的提高。

结论

在器官层面教育中整合基础课程与临床课程的课程修订显著提高了学生的学业成绩。