The Study Of Curriculum Integration For Five-year Clinical Majors During Basic Medical Courses

ObjectiveThis paper is based on the background of military academies adjustment and themandate of the Central Military Commission-"To train highly qualified militarypersonnel, we must insist on facing the battlefield and troops engaged during combatsurrounding, so that students could get reach to the requirements of military constructionand future war". It is very necessary to carry out educational reform, and constantlypromote curriculum integration. Then, eventually we’ll form a mature medical educationmodel for modern medical support.In the21st century, medical education more emphasis on its systematicness andholistic; while traditional medical education overemphasize the integrity andindependence of academic knowledge, isolating the knowledge system and limiting theoverall awareness of the body and disease. So it is very imperative that curriculumintegration will overcome the shortcomings of subject teaching mode. Learning from the advanced teaching philosophy and educational practice andgrasping the basic actual situation, we decided to study curriculum integration forfive-year clinical majors during basic medical courses in the Fourth Military MedicalUniversity (FMMU).MethodsWe had used many methods to working on this study, such as literature review,questionnaire investigation, spot investigation and expert consultation (Delphi method).ContentsThis study is focusing on the education reform of the FMMU, which including threesections in the following.Part I: The investigation and analysis of curriculum integration during basic medicalcourses. Comprehensive survey of the actual teaching of the FMMU curriculum told usthe need of the teachers and students and provided data to support the development ofintegrated medical curriculum-based programs. Simultaneously, the depth analysis ofsurvey data help us to find that there were many shortages in the traditional teachingprocess， like Implemented curriculum concept, too much duplicate content, incompleteknowledge framework and low enthusiasm of students. Thus, the investigation reflectedthe necessity and urgency ofAdvancing curriculum integration of basic medical course.Part II: The research of basic medical curriculum integration. For so many problemsin our school, we should take more useful measures. Finally, the reform mainline wasestablished, by the main line set by "disciplines" to "organ system". The new mainlinestrengthen the contact and integration between disciplines and highlight our specialtydisciplines. We also improved the18basic medical courses to6study modules, namely,normal human morphology module, cell and molecular module, basic medicine generalmodule, organ system modules, immune and infectious diseases modules and basicmedical experiment module. We reduced streamlining the number of hours by20%.Implementation of the module teaching and the process of assessment also help us toimprove reliability and validity of assessment. Part III: The implementation and evaluation of basic medical curriculum integration.The feedback survey proved the curriculum integration was useful, not only really savingeducational resources, but also improving the work efficiency of learning. Meanwhile, thesummary of basic medical curriculum integration told us the advantages of PBL teachingmethod and we should take more attention to this. After the basic curriculum integrationon track, we will gradually expand the field of integrated medicine courses.ConclusionsInitially establish a relatively complete solution of basic medical curriculumintegration.(1) The ideas integration: gradually form the basic medical curriculum integrationideas, which is based on "organ systems" and ordered the “PBL method” as the core.(2) The structure integration: optimize the basic medical curriculum, integrating the18basic medical courses to6study modules, namely, normal human morphology module,cell and molecular module, basic medicine general module, organ system modules,immune and infectious diseases modules and basic medical experiment module.(3) The content Integration: streamline157hours duplicate contents betweendifferent courses, save teaching resources and improve the efficiency of education.(4) The method Integration: popularize PBL teaching and training, improve theoverall capacity of PBL teaching faculty, build disease (case) database and prepare forcurriculum integration materials.(5) The mechanisms integration: build mechanism to ensure compliance with theteaching force compiled the content of the curriculum and teaching after integration, set upa steering group of experts, supervising the teaching faculty, teaching ability and so on.