Preliminary research in the application of integrated learning and teacher-centredness in undergraduate education in China

Abstract

Background: The General Practice Department of Fudan University recognised that a traditional didactic educational approach will not achieve expected learning outcomes. Therefore, the Department adopts an integrated learning and teacher-centred approach.Aim: To evaluate the effect of introducing integrated learning and a teacher-centred approach to undergraduate medical education in China.Methods: The concept of integrated learning and the use of a teacher-centred approach was introduced to the General Practice Department of Fudan University's ‘Doctor–Patient Communication Skills’ undergraduate course. A self-designed questionnaire and a questionnaire used by Fudan University to evaluate the students’ satisfaction with their tutors were used to survey 58 medical students.Results: The self-designed questionnaire gave good reliability and validity results. Based on the survey, 88% of the students both enjoyed the course and rated it highly. The students also showed a high degree of satisfaction with their tutors.Conclusion: Although the student numbers were low, their comments have indicated that the newly introduced, but optional course has achieved a highly desirable effect amongst the students. We believe that this effect has been created through a change from a didactic approach to teaching to a more student-centred approach and by giving meaning and purpose to the students learning; in effect making teaching and learning an enjoyable and satisfying experience for all.