Effect Evaluation of “Organ System-Centered” Course in Clinical Teaching

Abstract

Objective: To evaluate the effect of applying the integrated teaching method of clinical medical courses centered on organ system in clinical teaching. Methods: 120 clinical medical students of grade 2019 in our school were selected as the research object, and divided into experimental group and control group according to different teaching methods. The control group was given the conventional teaching method, and the experimental group was given the organ system-centered curriculum integration teaching mode on the basis of the control group. The teaching effects of the two groups were compared. Results: Experimental medical students' final examination scores, case analysis ability and satisfaction of teaching mode in the experimental group were significantly higher than those in the control group (P < 0.05). Conclusion: Using the integrated teaching method of clinical medicine courses centered on organ system in teaching has a significant effect on improving students' comprehensive learning ability.

An experimental study: An integrative strategy of PBL combined with an organ-systems-based curriculum to improve academic achievement and career maturity

“…Shrivastava and Shrivastava (2020) define OSBC as an integrative instructional format that has been particularly effective in deepening medical knowledge and fostering a comprehensive understanding of various organ systems. This curriculum is centered around organ systems (Liang, Zhang, & Wang, 2022) and facilitates the interconnectedness of anatomy, physiology, pathology, and clinical knowledge relevant to each system. Worldwide, some medical schools, such as those in the United States (Pfeifer, 2018), have shifted teaching units to an organ-system-based approach, where students learn one organ system's anatomy, physiology, and pathology before moving on to the next.…”