Medical Education Reform in Wuhan University, China: A Preliminary Report of an International Collaboration

Sherer, Renslow; Dong, Hongmei; Zhou, Yifei; Stern, Scott; Yang, Jiong; Matlin, Karl S.; Yu, Bingqing; Husain, Aliya N.; Morgan, Ivy; Cooper, Brian; Feng, Juan; Mehta, Sujata

doi:10.1080/10401334.2013.770745

Cited by 22 publications

(14 citation statements)

References 8 publications

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“…If given the opportunity to train further in TCM, the majority of students would prefer the clinical setting, citing a desire for more “experiential/practical training”. From this perspective, a movement away from didactics to greater emphasis on case-based learning and problem-based learning in biomedical education in China 10 , 11 may be a welcomed change in TCM education as well 12 . More important still, clinical rotations in TCM deserve broad implementation at different stages of biomedical training in China to reflect its widespread and cross-specialties clinical applications.…”

Section: Introductionmentioning

confidence: 99%

Integrating traditional Chinese medicine into Chinese medical education reform: issues and challenges

et al. 2017

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Section: Introductionmentioning

confidence: 99%

Integrating traditional Chinese medicine into Chinese medical education reform: issues and challenges

et al. 2017

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“…It also points out areas for further improvement. In addition, the WU experience shows that sound medical education principles and practice developed in the West can be adopted and appreciated by students in a foreign context (14). This may be encouraging to many developing countries whose medical education systems are in urgent need of change (4).…”

Section: How We Teach: Generalizable Education Researchmentioning

confidence: 96%

Positive impact of integrating histology and physiology teaching at a medical school in China

Sherer

Wan

Dong

et al. 2014

Advances in Physiology Education

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To modernize its stagnant, traditional curriculum and pedagogy, the Medical School of Wuhan University in China adopted (with modifications) the University of Chicago's medical curriculum model. The reform effort in basic sciences was integrating histology and physiology into one course, increasing the two subjects' connection to clinical medicine, and applying new pedagogies and assessment methods. This study assessed the results of the reform by comparing the attitudes and academic achievements of students in the reform curriculum (n = 41) and their traditional curriculum peers (n = 182). An attitude survey was conducted to obtain students' views of their respective histology and physiology instruction. Survey items covered lectures, laboratory teaching, case analyses and small-group case discussions, assessment of students, and overall quality of the courses and instruction. A knowledge test consisting of questions from three sources was given to measure students' mastery of topics that they had learned. Results showed that reform curriculum students were rather satisfied with their course and new teaching methods in most cases. When these students' attitudes were compared with those of their traditional curriculum peers, several significant differences favoring the reform were identified regarding physiology teaching. No other significant difference was found for physiology or histology teaching. Reform curriculum students outperformed their peers on four of five subcategories of the knowledge test questions. These findings support the benefits of integration and state-of-the-art teaching methods. Our study may offer lessons to medical schools in China and other countries whose medical education is in need of change.

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“…Compared to medical students who are taught via the GMER, medical students who are educated under traditional curricula underachieve. As a result, some Chinese medical schools are working intensively to create integrated curricula (Xiao et al 2007;Sherer et al 2013). Curriculum change affects every aspect of an educational organization, whether the change is minimal or involves more fundamental reform (MacCarrick 2009).…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2014

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Medical curricular reform is still in its infancy in China. The republic's leading medical schools have engaged in various approaches to bring innovative teaching methods to their respective institutions. However, due to limited resources and the shackle of traditional pedagogical beliefs among many faculty and administrators, progress has been significantly hindered. Despite these and other challenges, many medical schools report positive initial results from the reforms that they have enacted. Although the long term effects of such reforms remain unclear, curricular reform appears to be the inevitable solution to China's growing need for high-quality medical doctors.

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Medical Education Reform in Wuhan University, China: A Preliminary Report of an International Collaboration

Abstract: The reform met the needs of the school, was generally well received, improved satisfaction in reform participants, and had a positive impact on students. Areas needing improvement were also identified.

Cited by 22 publications

References 8 publications

Integrating traditional Chinese medicine into Chinese medical education reform: issues and challenges

Integrating traditional Chinese medicine into Chinese medical education reform: issues and challenges

Positive impact of integrating histology and physiology teaching at a medical school in China

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

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