Advancement And Strategy Of Medical Curriculum Integration

1 BackgroundThe developments of medical technology, the change of medical model, the innovation of medical education concept and worldwide in-depth cooperation and exchange in medical fields have become the important promotion of medical curriculum reform. With the rapid development of modern science and technology, the original subject system has been continuously differentiation. The field of medical research has developed from initially organ systems into the present molecular medicine level, and gradually formed a more sophisticated professional personnel training standards. Over time, people gradually realized that the burden of students learning basics was increasing in clinical teaching, while the ability of clinical practice and teaching in the humanities quality was gradually neglected. At the same time, "bio-psycho-social" medical model proposed will change the concept of disease-centered care services into a patient-centered service concept which needs a higher quality of medical personnel. It requires doctors to play diversified roles to provide continuous, integrated and comprehensive health care services for individuals, families and communities. The large medical integration trend from the inside of hospital to the outside of hospital, from individual to group, from the treatment to prevention, from the physical to the psychological, from technical services to social services has become the main factor driving the medical curriculum integration. In addition, the development of educational theory of constructivist learning theory and theory of developmental psychology to promote the change of medical education concept, that is "teaching a man how to fish rather than giving him a fish" and the transition from mere knowledge teaching to the ability of gain and transformation knowledge, including lifelong learning, innovation, communication and collaboration, critical thinking and so on.Since the first phase of medical curriculum integration, because of their advanced teaching concept, medical curriculum integration sparked widespread concern in the field of medical education and set off a global wave of curriculum reform. In the late 20th century, the University of Hong Kong, TongJi Medical College, China Medical University and other domestic medical colleges began to try to integrate medical courses. However, due to the various integration forms and supporting reforms in all countries and institutions, each of the institutions had no mature model to learn to explore the reform. Therefore they encountered some difficulties and problems. For a long time, domestic discussion and research on medical curriculum integration were mainly in local, less in-depth and detailed analysis of the problems and solutions. Therefore, this study based on extensive reading of literature and empirical research and systematically collected present situation and problems of medical curriculum integration, seeking to provide a useful reference for China to carry out the medical curriculum integration.2 Objectives2.1 Analysis of the integration of domestic and foreign medical curriculum development status and trends, and to compare various medical curriculum integration model in terms of curriculum organization, teaching methods, features, choose the medical curriculum integration model for medical institutions to provide a reference;2.2 To promote research in the current situation may exist in the medical curriculum integration problems and propose appropriate countermeasures and suggestions for the integration of medical colleges and courses to help;2.3 Discussion of basic and clinical medical curriculum integration model facility, building principles and methods to carry out such medical curriculum integration model for medical institutions for reference.3 MethodsIn this study, literature research, comparative study, questionnaire methods, expert advice, brainstorming, inductive method and other methods were used. On the basis of a large number of papers, monographs, basic policies and regulations, by reading literature, historical analysis, international comparison, the research status of the medical curriculum integration were conducted; through literature reading, field research, a comparative study of the main medical curriculum integration model were conducted; Through questionnaire, expert interviews and brainstorming, empirical research of the main problems and countermeasures in the medical curriculum integration were carried on; through interviews, expert advice, the general process, principles and methods of basic and clinical curriculum integration were proposed.4 Results4.1 Suggestions for the medical curriculum integration modelBy comparison, it can be found that although the models of medical curricula is continuously evolving, every kind of model has some disadvantages and limitations, so in the current medical curricula reform, medical colleges and universities are usually combined application of various curriculum models to make good for deficiency. Only correctly viewing of the limitations of various models, not blindly following the trend, and objectively analysis the specific circumstances of each school, and not getting bogged down in one mode can choose their own suited curriculum integration model.4.2 The main problems of the medical curriculum integrationSurvey results show that the current problem in medical curriculum integration implementation is mainly concentrated in the following six aspects:1, the change of education teaching concept; 2, organization and management of curriculum reform; 3, the organization and implementation of interdisciplinary teaching; 4, the problems of materials for curriculum integration; 5, curriculum integration design problems; 6, evaluation and assessment of curriculum integration4.3 The strategies of medical curriculum integrationBy collecting questionnaire and brainstorming results, this paper puts forward five aspects of strategies:1, changing education teaching concept; 2, building a scientific and efficient management organization; 2, creating a new interdisciplinary teaching team; 3, extending ways to organize training for teachers; 4, building teaching resources platform; 5, clearing the contents and principles of the teaching reform; 6, improving sound teaching evaluation and assessment mechanism.4.4 The principles and methods of basic and clinical curriculum integrationPrinciples of Building a facility to integrate basic and clinical courses:First, build a scientific and rational, clear responsibilities change management agencies, for support of leaders; clear college courses and responsible persons; attract the best teaching experts and key teachers in curriculum reform. Second, correctly handle the relationship between the content of the integration, including the relationship between the various disciplines within the module, the module and the module; curriculum reform and the relationship between the reform of teaching methods; curriculum reform and change the way students learn curriculum reform and the relationship between supporting the integration of resources; the relationship between. Third, implement the clinical post competency-oriented teaching design principles incorporated in the curriculum content and presentation, highlighting the clinical demand-oriented, prominent leadership role in capacity-building goals, prominent clinical teachers between the base and the underlying implementation, clinical to clinical between horizontal and vertical inter-mediation between basic and clinical. Fourth, focus on dynamic evaluation of curriculum reform, while practice, while adjusted side summarize, eager for reform to reflect the results of the evaluation in different stages, constantly sum up experience, and constantly improve and perfect.The specific content of the basic and clinical inter-mediation curriculum integration:First medical foundation Introduction module, which integrates anatomy, histology and embryology, physiology, immunology, pathology, anesthesiology, pharmacology and clinical diagnostics, and other important decisions basics of discipline; Second, the organ-system modules, including the nervous system modules, infection and defense modules, the endocrine system and metabolic modules, circulatory system modules, respiratory system module, the module digestive, urinary system module, blood and tumor module, motion system and skin module, reproductive and developmental modules, features science modules, each module is based primarily on various organs-the characteristics of the system, in accordance with normal organ development process-the normal structure-the normal physiological function and regulation-pathological changes and dysfunction-disease diagnosis-epidemiology and evidence-based medicine-nutrition and disease prevention-social factors influence the content of the line organization, the integration of basic medicine, clinical medicine and preventive medicine, and other related parts; Third, humanities and social medicine module that integrates medical humanities and prevention-based medicine content from multiple disciplines, such as psychology, medical ethics, social medicine, bio-statistics, epidemiology, preventive medicine, community nursing, etc; Fourth, clinical skills module that integrates diagnostics, internal medicine, surgery, emergency medicine, clinical basic skills important discipline of obstetrics and gynecology, pediatrics, nursing and so on.5 Features and Innovation5.1 Methods, models, teaching methods of medical curriculum integration were comprehensively compared from home and abroad to provide references to medical curriculum integration.5.2 Prevalent problems in ongoing medical curriculum integration were summarized and analyzed, to provide implementation strategy for medical curriculum integration.5.3 Principles and methods of basic and clinical course integration were proposed with a strong sense of application.