Thompson W G
J Med Educ. 1977 Apr;52(4):316-22. doi: 10.1097/00001888-197704000-00004.
A modified systems program has been developed at the University of Ottawa which incorporates advantages of the systems approach into whole-class teaching without increasing demands on staff. Basic science instruction is given in the first two years in preclinical departments. A total of 387 lecture and laboratory hours previously assigned to organ pathology and clinical departments are allocated to committees representing 12 systems. This program emphasizes pathology and pathophysiology and is supervised by a Coordinating Systems Committee. It begins in November of the second year and continues one year concurrently with instruction in clinical skills and basic science. A clinical clerkship occupies the final 18 months of the curriculum. Program effectiveness is measured by student evaluation of each lecture, multiple-choice examination, lecture monitoring, handout surveillance, and annual review of each system. This organization coordinates teaching of a single subject by many disciplines, and evaluation exposes flaws in teaching.
渥太华大学开发了一种改进的系统课程，该课程将系统方法的优点融入到全班教学中，同时又不会增加对教职员工的要求。基础科学教学在前两年的临床前系进行。以前分配给器官病理学和临床科室的总共387个讲座和实验室课时，被分配给代表12个系统的委员会。该课程强调病理学和病理生理学，并由一个系统协调委员会监督。它从第二年的11月开始，在临床技能和基础科学教学的同时持续一年。临床实习占用课程的最后18个月。课程效果通过学生对每堂课的评价、多项选择题考试、课堂监测、讲义审查以及对每个系统的年度审查来衡量。这种组织方式协调了多学科对单一学科的教学，而评估则暴露了教学中的缺陷。
