The implementation and reflection of the application of cross-disciplinary joint teaching model on medical humanity courses

Abstract

Objective To explore the difference between the results of the cross-disciplinary joint teaching method and the traditional teaching method in medical humanity courses. Method 128 students in one military medical university were selected to be randomly assigned to the study group and the control group, using the cross-disciplinary joint teaching mode (study group, n=64) and traditional teaching mode(control group, n=64) in medical humanity courses. For the joint teaching mode, we compiled the teaching materials of medical humanities, formed the teaching team and organized the academic communication after class by social media. After all courses were finished, the subject cognition and approval of whole students were evaluated by the unified arranged examination and questionnaire. Then the data was processed by SPSS 18.0. Results On the aspect of subject cognition, the total scores of the study group were higher than control group in health law [(76.2±3.34) vs. (72.5±4.76); t=3.32, P=0.000] and medical ethics [(75.3±2.93) vs. (68.3±3.10); t=4.01, P=0.000]. On the aspect of subject approval, the recognition of the students of the study group in these three subjects were more than those of the control group except the self-evaluation of medical psychology (P=0.000). Conclusion The application of cross-disciplinary joint teaching method on medical humanity courses contributes evidently to the promotion of the medical humanity quality of clinical medical students. To implement this model, however, multisided resources are needed for colleges to coordinate, for perfect results require more practical exploration. Key words: Medical humanity; Cross-disciplinary joint teaching; Course reform; Case method