Curriculum reform at Chinese medical schools: What have we learned?

Huang, Lei; Liming, Cheng; Cai, Qiaoling; Kosik, Russell Oliver; Huang, Yuancheng; Zhao, Xudong; Xu, Guo; Su, Tung Ping; Chiu, Allen W.; Fan, Angela

doi:10.3109/0142159x.2014.918253

Cited by 24 publications

(19 citation statements)

References 13 publications

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“…Though some Chinese medical schools have begun to adopt innovative teaching methods such as problem-based learning, resource constraints and the entrenchment of traditional teaching methods hinder widespread adoption of these approaches [84, 85]. Role-modeling and environmental influences are also identified as important aspects of professional development in Chinese medical schools, and the influences of the hidden curriculum on professionalism are worth further investigation [86].…”

Section: Discussionmentioning

confidence: 99%

A scoping review of medical professionalism research published in the Chinese language

et al. 2016

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BackgroundThe Chinese Medical Doctors Association (CMDA) adopted the Charter of Medical Professionalism in the New Millennium (Charter) and published the Chinese Medical Doctor Declaration (Declaration). This is an important step to re-building medical professionalism in China at a time when the commercialization of health care has led to a decline in physician accountability and public trust in the profession. In response, authors have begun to examine and promote medical professionalism in China. This study aims to present the key research themes, identify research gaps and offer recommendations from reviewing the increasing pool of Chinese-language literature on medical professionalism.MethodsA scoping review of Chinese language papers was conducted using the China National Knowledge Infrastructure (including China Academic Journals Full-text Database, China Doctoral Dissertations Full-text Database, Masters’ Theses Full-text Database, China Core Newspapers Full-text Database, and China Yearbooks Full-text Database) (CNKI) database.ResultsFour major research themes were identified in Chinese discourse: (1) teaching professionalism, (2) practicing professionalism, (3) conceptualizing professionalism and (4) assessing professionalism. Overall, authors were concerned with the cultivation of humanism in physicians and emphasized the importance of communication skills to improve the physician-patient relationship in China. They explored the role of traditional Chinese values, such as Confucian and Taoist values, as well as the Communist Party’s political values, in promoting professional behaviour.ConclusionsAuthors demonstrate increasing interest in medical professionalism in China. The literature is of variable quality and further empirical studies are required in order to evaluate teaching interventions and guide professionalism assessment. A common professionalism framework is absent and could be developed with consideration to China’s socio-cultural context.

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Section: Discussionmentioning

confidence: 99%

A scoping review of medical professionalism research published in the Chinese language

et al. 2016

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“…However, this does not imply that medical students spend less time on practicing various disciplines in medical school (Huang et al, 2014;Sun et al, 2012) . Specifically, these phenomena might not only exist in China.…”

Section: Introductionmentioning

confidence: 99%

“…Integrated medical courses have been gradually accepted by many medical schools, because they appear to improve student learning attitude and satisfaction in comparison with traditional forms of learning. Nevertheless, due to the complexity of integrating a curriculum, only 19% of medical courses in the United States, 24% in Canada and less than 3% in China have adopted integrated teaching methods in undergraduate medical education (Huang et al, 2014;Spencer et al, 2008;Sun et al, 2012) .…”

Section: Introductionmentioning

confidence: 99%

Integration of Histology Lectures and Practical Teaching in China

Lu¹,

Cheng²,

Li³

et al. 2016

IJHE

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Objectives: Human histology is a discipline concerning the study of microscopic structures of human tissues and organs -with the aid of light or electron microscopes. Traditional teaching of histology is composed of two separated components, theory and practice. The main disadvantage with traditional histology teaching is the detachment of theory and practice, so that students could not completely and systematically comprehend histology. Methods: To supplement the deficiencies of traditional histology teaching, we implemented the integrated curriculum of the theory and practice on histology at Jinan University School of Medicine. The aim of the integrated curriculum is to enhance students' learning efficiency. During the course, teaching patterns as "lecture-practice-lecture-practice" and "practice-lecture-practice" were alternatively employed according to the content. We attempted to guide students to verify the theory using practice, and to conduct practice simultaneously using theoretical knowledge. Results: We assessed the tests scores of students participating and non-participating in the new integrated curriculum at the end of semester. We found that the average test score, pass rate and excellent rate were significantly higher in participating than non-participating students. The follow-up questionnaire survey revealed that the better exam results was derived from maximizing the use of time in class, encouragement of students' learning initiatives, mastering of key points and arrangement of theory and practical teaching more appropriately in the integrated course. Conclusions: Our results demonstrated that integrated teaching indeed improved the students' histology learning outcomes.

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“…More than dozens of medical schools offered the integrated courses in U.S. and Canada in the 1980s (Spencer, Brosenitsch, Levine, & Kanter, 2008). A few Chinese and Japanese medical schools have begun the integrated curricula in recent years (see e.g., Huang et al, 2014;Rao, & Rao, 2007). Generally, integrated curricula have been widely adopted all over the world at moment since the curricular integration was designed to enhance medical students' learning efficiency and understand clinical medicine well.…”

Section: Introductionmentioning

confidence: 99%

Seeking the Optimal Time for Integrated Curriculum in Jinan University School of Medicine

Pan¹,

Cheng²,

Zhou³

et al. 2016

IJHE

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The curricular integration of the basic sciences and clinical medicine has been conducted for over 40 years and proved to increase medical students' study interests and clinical reasoning. However, there is still no solid data suggesting what time, freshmen or year 3, is optimal to begin with the integrated curriculum. In this study, the integrated courses on cardiovascular and respiratory systems were performed to part of year 1 and year 3 medical students while non-participant students acted as control. We tried to explore the optimal time through comparison of the exam results and questionnaire of participated students. It was demonstrated that year 3 participant students got better exam score than year 1 students did, and the questionnaire showed that it might be due to the year 1 participants difficultly caught up with the contents of integrated courses without appropriate background knowledge. Three years later, the participant students got higher ability to analytical thinking of clinical diseases in comparison to non-participant students, while it did not improve the acquirement of their clinical practical skills. Taken together, our study in Jinan University School of Medicine indicated that the integrated courses would be approximately effective if combined to conventional medical teaching at year 3 after the students obtain relevant basic sciences knowledge.

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Curriculum reform at Chinese medical schools: What have we learned?

Cited by 24 publications

References 13 publications

A scoping review of medical professionalism research published in the Chinese language

A scoping review of medical professionalism research published in the Chinese language

Integration of Histology Lectures and Practical Teaching in China

Seeking the Optimal Time for Integrated Curriculum in Jinan University School of Medicine

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