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

Pan, Sanqiang; Cheng, Xin; Zhou, Yanghai; Li, Ke; Yang, Xuesong

doi:10.5430/ijhe.v6n1p25

Cited by 4 publications

(5 citation statements)

References 15 publications

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“…Another trend that has noticeably changed is the merging of anatomy and histology and embryology departments, which has increased from 3% to 9% in medical schools in China over the past 30 years. This change is principally due to the two following considerations: (1) to reinforce the strength of the department’s teaching and scientific research; and (2) to comply with the need for new teaching approaches, such as PBL and integrated courses, which have been gradually applied in anatomy teaching in China (Fan et al, 2014; Pan et al, 2016; Cheng et al, 2017). The application of new teaching approaches was also confirmed by this survey.…”

Section: Discussionmentioning

confidence: 99%

Survey of Gross Anatomy Education in China: The Past and the Present

Pan

Chan

et al. 2020

Anatomical Sciences Ed

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Medical education in mainland China has undergone massive expansion and reforms in the past decades. A nation-wide survey of the five-year clinical medicine programs aimed to examine the course hours, pedagogies, learning resources and teaching staff of anatomy both at present and over the past three decades (The directors or senior teachers from 90 out of the 130 five-year clinical medicine programs were invited to fill out a factual questionnaire by email. Ultimately, sixty-five completed questionnaires were received from 65 different schools. It was found that the total number of gross anatomy course hours has decreased by 11% in the past 30 years and that systematic and regional anatomy have been increasingly taught separately among the surveyed medical schools. Problem-based learning has been adopted in thirty-five (54%) of the surveyed schools, and team-based learning is used in ten (15%) of the surveyed schools. The surveyed schools reported receiving more donated cadavers in recent years, with the average number increasing from 20.67 ± . However, this has not resulted in a decrease in the number of students who needed to share one cadaver (11.85 ± 5.03 in 1990-1999 to 14.22 ± 5.0 in 2010-2018). A decreasing trend regarding the teacher-student ratio (1:25

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Section: Discussionmentioning

confidence: 99%

Survey of Gross Anatomy Education in China: The Past and the Present

Pan

Chan

et al. 2020

Anatomical Sciences Ed

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“…For a long time, the teaching activities of HE courses have generally been individually organized and administered by the HE department. However, an increasing number of horizontally or vertically integrated, problem‐based learning (PBL), and task‐based learning (TBL) pilot courses are appearing in Chinese medical schools, in which the HE course is incorporated as a basic section (Fan et al, 2014; Yin et al, 2015; Cheng et al, 2017; Du and Yang, 2017; Pan et al, 2017). Second, virtual microscopy has greatly altered histological teaching and practice in the laboratory.…”

Section: Introductionmentioning

confidence: 99%

Histology and Embryology Education in China: The Current Situation and Changes Over the Past 20 Years

Cheng

Chan

et al. 2020

Anatomical Sciences Ed

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In mainland China, histology and embryology (HE) are taught in one course as an essential component of medical curricula. The effectiveness of HE courses directly affects the quality of medical students. To determine the present situation and changes in HE teaching in Chinese medical schools, a nationwide survey was conducted among the HE departmental leaders. In total, 66 responses were included in the study, representing prominent Chinese mainland medical schools. The results revealed that most HE teachers have medical educational backgrounds; an increasing number of teaching staff with PhDs have joined the teaching staffs. A range of 71 to 90 HE curriculum contact hours is predominant. The ratio of theory to practice for HE contact hours is 1:1 at half of the surveyed medical schools. The numbers of students in each laboratory are less than 30 and from 31 to 60 at 23 and 36 medical schools, respectively. Virtual microscopy is employed in 40% of the surveyed medical schools. Didactic teaching is the most common strategy, although new teaching approaches are being employed gradually. During the past 20 years, both the total number of HE teachers and the number of HE teachers with medical educational backgrounds have been reduced in at least half of the surveyed schools. A total of 83.33% of the surveyed schools have reduced their HE contact hours. Almost half of the Chinese medical schools remained unchanged in both their ratio of theory to practice and the number of students in each laboratory. The data derived from this study help to understand the development of the HE discipline at Chinese medical schools.

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“…This study explores and evaluates the effects of a new teaching mode that integrates basic medical science with clinical curricula through the study of human systems. This research focuses on a flexible application of multiple methods, including case-based learning (CBL), problem-based learning (PBL) (i.e., Chen, Lai, Lu, Tsai, Chiang, Huang, & Yu, 2008;Jones, McArdle, & O'Neill, 2002;Oda, Koizumi, 2008;Ali et al, 2015;), and team-based learning (TBL), and examines their respective advantages by closely combining them with clinical cases (see, e.g., VanLehn, 1999;Atkinson, Derry, Renkl & Wortham, 2000;Paas & Van Gog, 2006;Stark, Kopp & Fischer, 2011;Pan, Cheng, Zhou, Li & Yang, 2017).…”

Section: Introductionmentioning

confidence: 99%

Effects of Exploratory and Heuristic Multi-methods on System-oriented Curricula Based on Clinical Scenarios

Lu¹,

Huang²,

Li³

et al. 2017

IJHE

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A system-oriented curriculum in which basic medical courses and clinical subjects are integrated and reformed is a new trend for medical education in China. In order to train and enhance the comprehensive clinical competency, thirty-two excellent medical students who formed a observation group from grade 2010 in Jinan University were selected to participated in this study. Three different exploratory and heuristic pedagogies, which employed the flexible application of case-based learning (CBL), problem-based learning (PBL), and team-based learning (TBL), were explored and implemented in cardiovascular, respiratory, and digestive teaching sections. The effects of these exploratory and heuristic pedagogical approaches based on the flexible application of the CBL, PBL, and TBL methods with clinical scenarios in system-oriented curricula are satisfactory. Accordingly, these teaching methods and experiences had been summarized and promoted to mainland and non-mainland medical students from grade 2014 in Jinan University. Teaching and learning effects are also satisfactory. In addition, different characteristics in conducting these courses between two types of university students are further compared and analyzed for the improvement of all system-oriented curricula in the future.

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

Cited by 4 publications

References 15 publications

Survey of Gross Anatomy Education in China: The Past and the Present

Survey of Gross Anatomy Education in China: The Past and the Present

Histology and Embryology Education in China: The Current Situation and Changes Over the Past 20 Years

Effects of Exploratory and Heuristic Multi-methods on System-oriented Curricula Based on Clinical Scenarios

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