A Study On The Preventive Medicine Curriculum Set-up For Our 5-Year-Undergraduates Majored In Clinical Medicine

[objective] this thesis is aimed to objectively judge the preventive medicine curriculum system established in our university for our 5-Year-undergraduates majored in clinical medicine, provide demonstrating evidence for improving the curriculum set-up aimed at preventive medicine and offer references for revising the training projects for students who are not majored in preventive medicine.[Method] On the one hand, a comparison was made about the previous curriculum set-ups in our university directed against preventive medicine in the last decade. On the other hand, a comparative analysis was undertaken among our current training project, International Standards in Basic Medical Education set by WFME (World Federation for Medical Education) and GMER (Global Minimum Essential Requirements in Medical Education) set by IIME (the Institute for International Education) as well as the present training projects carried out in China's experimental universities and colleges selected by WFME and IIME, together with the MD Program in the medical school of Washington University.[Result] first, in our university a complete and integrated curriculum set-up model has been tentatively constructed by a combination of compulsory courses, specialized option courses and option courses for cultural quality. In addition, an educational goal for preventive medicine has been preliminarily set up. That is, preventive medicine, as a subject, has been listed as a major subject; selective courses related to it have been expanded; experimental teaching plan has been devised; so the curriculum system tends towards perfection. Secondly, the curriculum set-up basically coincides with the standards established by WFME and GMER by IIME. Lastly, as for the training goals and requirements set in the curriculum system, there were no specific and detailed ones for the education of preventive medicine; there were obvious limits for the subject of preventive medicine so that it is too independent from other subjects, thus the courses concerned were not properly streamlined and organized; there were few courses that were given in the form of special subjects/seminars and limited class hours for them; courses in one term were too densely concentrated; the role of its experimental teaching needs to be speedily strengthened.[Conclusion] in our university a curriculum system directed against preventive medicine has been tentatively constructed except that there are still some weak points. It is necessary for us to note that the key to reform in the future is to perfect the educational goal for preventive medicine, break its limits, attach much importance to the combination of comprehensive courses and independent courses, get involved in many other subjects and strengthen experimental teaching.