Medical Curriculum System Research Articles

Situation and Development Path of Humanistic Education in Medical Colleges and Universities in China

Humanistic education, as the “internal structure” of medical education, attempts to cultivate medical students’ humanistic knowledge, ability, and comprehensive quality as well as makes adjustments with the evolvement of medical education. The global medical education reform has undergone three stages: expert medicine, clinical practice medicine, and public service medicine. Public service medicine, which took place in the 21st century, is a system-based and competency-oriented education, highlighting the construction of a health service system with medical and educational cooperation as well as the cultivation of medical students’ comprehensive quality. China’s medical education started late and has a weak foundation with many twists and turns. Through the rapid development of reform and opening-up, China has narrowed the gap with international medical education and established a perfect medical curriculum system. China has successively promulgated a number of documents, such as the “Outline of Reform and Development of Medical Education in China” and the “Opinions on Strengthening the Collaboration between Health Departments and Education Departments to Implement the Doctor of Excellence Education Training Program 2.0,” with the goal of cultivating high-quality excellent medical talents. Medical students in colleges and universities are senior talents in medical training, health care services, and medical research. Their humanistic quality is not only related to the growth of medical talents, but also the quality of medical services. This paper analyzes and discusses the problems encountered in improving humanistic education and looks forward to providing reasonable as well as effective solutions to the difficulties faced by humanistic education in the new era through comparative research.

A comparative study of public health education and its related curriculum teaching between China and America

Modern medical education in the United States starts early and is in the leading position in the world. Learning the framework of current medical education and the relevant experience in the United States will help us improve the teaching system in medical colleges and universities in China. The University of Nebraska Medical Center (UNMC) in the United States has rich teaching resources, various forms of lessons and adopts diversified teaching methods such as traditional lectures, flipped classroom, role playing and so on. Due to its advanced teaching system, teachers can carry out classroom tests conveniently and quickly so as to promote students' self-learning. Guest lectures given by front-line staff from Department of Health and Human Services, hospitals and laboratories are a common teaching model in UNMC. In addition, the construction of multidisciplinary education platform is of great reference value in improving the public health education and medical curriculum system in China. Key words: Public health; Teaching reform; Medical education; Multidisciplinary education platform

Inspiration of Canadian medical education curriculum system to medical education in China: A case analysis of Ottawa University School of Medicine

Canada is one of the leading countries in the world with a leading position in medical education and high quality of medical education. Based on the Ottawa-Shanghai joint medical school collaborative program, this article introduces and analyzes the curriculum system of University of Ottawa School of Medicine. The curriculum is designed based on organs and systems, with a focus on the integration of basic and clinical research from the early stage. It adopts a diversified and student-centered teaching method, with practice teaching running through the whole course. Moreover, it attaches importance to family medical education and strengthens the cultivation of medical humanities. Learning from the advanced teaching concepts and methods in North America may help to promote the reform of medical education in China and cultivate high-quality medical talents in line with international standards. Key words: Medical education; Integrated system; Curriculum system; Canada

Practice and reflection on the "organ-system-based" curriculum reform

The organ-system-based curriculum (OSBC) medical teaching model with the organ system as the main line closely links the basic medical curriculum with the clinical practice, and breaks the boundaries between different subjects. As this novel teaching model is still in the early stage in China, Chongqing Medical University pioneered to reconstruct the teaching system for OSBC teaching reform, including the great efforts to integrate e the traditional 24 courses into 12, and to allocate talents from various basic and clinical teaching departments to form a new integrated teaching team. In 2011, this new mode was implemented in a pilot class of students. The results showed the 2011 five-year pilot class showed more satisfaction than did the traditional teaching class [(92.5±4.6)% vs. (72.5±4.9)%, P<0.05]. Besides, the test scores of the pilot class and the traditional class were (80.0±3.6) and (71.0±5.9) respectively(P<0.05), and the failing rate was (3.7% in pilot class and 9.3% in traditional class(P<0.05). Since the pilot class perform better than the traditional one, the reform of OSBC was implemented for all five-year clinical medicine program in Chongqing Medical University in 2018. Key words: Medical education; Curriculum reform; Organ-system-based curriculum; Medical curriculum system

Reform and practice of medical postgraduate curriculum system

Curriculum study is a major phase for medical postgraduate education,however,the patterns of the curriculum system are not uniform among domestic medical colleges,not to mention the uniformed patterns for scientific degree and professional degree.Hence,our school has reformed the curriculum system to set up different curriculum systems for both scientific degree and professional degree according to their different educational goals in an aim to improve the quality of education. Key words: Medical postgraduate; Curriculum system; Education quality