Zhu Liang, Sun Guo-Chao, Guan You-Fei
College of Basic Medical Sciences, Dalian Medical University, Dalian 116044, China.
Department of Medical Education, Dalian Medical University, Dalian 116044, China.
Sheng Li Xue Bao. 2020 Dec 25;72(6):699-706.
Systematic integration teaching is a curriculum system focusing on organs and systems, which is an important direction of medical education reform in China. Based on the practice of integrated curriculum teaching in Dalian Medical University for more than 10 years, combined with the experience in 15 medical colleges and universities in China, this paper analyzed the modes of systematic integrated teaching at the basic medicine teaching stage for medical higher education, and specified the purpose and significance of this teaching reform. The results showed that: (1) The systematic integrated teaching is a well-accepted and widely used teaching mode in domestic medical colleges and universities, which mainly includes three types of methodologies, i.e., integration of basic medicine courses, integration of clinical medicine courses and integration of basic and clinical medicine courses. The systematic integrated teaching is carried out by reforming various teaching methods including problem-based learning (PBL), case-based learning (CBL) and team-based learning (TBL). (2) The systematic integration teaching at the basic medicine teaching stage can significantly optimize the transition between basic and clinical courses, promote the cooperation and exchange between basic and clinical teachers, and improve the medical students' knowledge construction and critical thinking, and teachers' teaching ability as well. (3) The systematic integration teaching concept of "Six focuses" and "Five combinations" effectively guides the design and implementation of the integrated curriculum at the basic medical teaching stage of Dalian Medical University. With the deepening and development of medical education system reform in China, giving full play to the respective advantages of the systematic integrated teaching and traditional single-subject teaching at the basic medicine stage, and strengthening the integration of basic and clinical courses will play an important role in optimizing medical education curriculum system with Chinese characteristics.
系统整合教学是一种以器官和系统为核心的课程体系，是我国医学教育改革的重要方向。基于大连医科大学10多年的整合课程教学实践，并结合国内15所医学院校的经验，本文分析了医学高等教育基础医学教学阶段的系统整合教学模式，明确了这一教学改革的目的和意义。结果表明：（1）系统整合教学是国内医学院校广泛接受和应用的教学模式，主要包括基础医学课程整合、临床医学课程整合以及基础与临床医学课程整合三种方法类型。系统整合教学通过改革包括基于问题的学习（PBL）、基于案例的学习（CBL）和基于团队的学习（TBL）等多种教学方法来实施。（2）基础医学教学阶段的系统整合教学能够显著优化基础课程与临床课程之间的衔接，促进基础教师与临床教师之间的合作与交流，提高医学生的知识构建能力和批判性思维，同时也提升教师的教学能力。（3）大连医科大学基础医学教学阶段“六个聚焦”和“五个结合”的系统整合教学理念有效指导了整合课程的设计与实施。随着我国医学教育体系改革的不断深入和发展，充分发挥系统整合教学与传统单学科教学在基础医学阶段的各自优势，加强基础与临床课程的整合，对于优化具有中国特色的医学教育课程体系将发挥重要作用。
