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

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. Key words: Medical education; Organ-system; Integrated curriculum; Evaluation