Study Of The Integration Implementation Of Clinical Skills Curriculum Based On OSBCM Illustrated By The Case Of Movement System Curriculum Integration In Chongqing Medical University

Objective：Compared the practical teaching mode between our country and abroad,discussed the arrangement and join mode of the practical teaching tache, to providescientific theoretical foundation for the integration of clinical skills curriculum based onOSBCM that combined theory with practice closely. This study was illustrated by the caseof movement system curriculum integration in Chongqing Medical University, to exploreeffective teaching methods and assessment mode of clinical skills curriculum for medicalstudents, improved and extended further to medical colleges nationwide gradually.Methods: The investigation, which is about the requirement and perspective ofstudents and teachers on movement system clinical skills curriculum, was based on a surveyof482bachelors and23clinical teachers. According to this survey, selected42medicalstudents who were trained in “motion system structure function and disease” course and“clinical skills” course from September2012to January2013, assessed their grades andsatisfaction of teaching efficiency.Statistical method: All information data entried SPSS13.0software package, statisticsdescription were used by frequency, composition ratio, the mean and standard deviation.Chi-square test was used for general comparisons. Part of the questionnaire content usingExcel spreadsheet for statistical analysis.Results: Medical students had mastered clinical skills of movement system after thecourse. According to the self-assessment, most of the students satisfieded.①Survey showsthat the majority of students and teachers considered clinical skills course should be as acompulsory course for learning, and teaching materials is very important for studying. Mostteachers recommend this course should open last1~2years, once a week, not less than30hours per semester. It’s worth noting that students and teachers lack confidence of learning clinical skills.②Survey results shows that students havehigher satisfaction about “clinicalskills” course and “motion system structure function and disease” course, including thecourses time, course content, teaching forms and evaluation methods. The rich variety oflecturing method is received by students, they is interested in the simulation model andbedside teaching. They want to increase class time of “clinical skills” course.③As anexperimental course “Clinical skills” course requires teachers to demonstrate and instructstudents on exercises, only small classes can ensure the quality of teaching. Because of itslong history, traditional theory classes has its own quality system, but the teaching methodand quality control system of clinical skills have not yet formed, it is still needs exploring.Conclusions:“Clinical Skills” course is the inevitable result of sharing teachingresources and optimizing teaching methods. It can transform bedside teaching into “clinicalskills” course, use simulation models in the skills lab repeated training to increase skillsproficiency, give students more learning opportunities about movement system clinicalskills, distinguishing of important clinical symptom. With teaching reform, teachingmaterials can be used rationally, teaching objectives can be improved. But how to improvethe self-quality of teachers and teaching should be further studied.