Review and expectation of integrated curriculum of basic medical sciences of Shanghai Jiao Tong University

Since early 1950 s,many domestic and foreign medical schools have carried out the integrated teaching reform of medical education. In our school of basic medical sciences,there have been three types of integrated curriculum reform carried out in history,i. e. horizontally integrated courses,problem-oriented basic medical sciences curriculum, and organ system-based integrated curriculum. This article reviews the experience of these three teaching reforms and the problems encountered and hopes to provide some references for the integration of basic medical sciences curriculum of other medical schools.

Practice and considerations of teaching reform of integrated nervous system course for the clinical medicine program

Basic Medicine Faculty of Shanghai Jiao Tong University organically integrates basic medicine courses relevant to the central nervous system(including anatomy,physiology,pathology,and pharmacology)and clinical medicine courses(including imaging and diagnostics)into the nervous system module according to course arrangement of domestic and abroad medical schools and has offered to students of eight-year clinical medicine program since 2009.This paper summarizes experiences of the teaching team of nervous system course in nearly six years,explores the development and optimization of the integrated nervous system course from perspectives of arrangement of teaching contents,development of the teaching team,reform of teaching models,and optimization of teaching resources,and considers existing problems and countermeasures during the course development,so as to provide strategic guidance for further optimization and perfection of the integrated nervous system course.

Practical study on the integrated course of general pathology and pathophysiology

This paper aims at summarizing the experience of offering the integrated course of general pathology and pathophysiology for eight-year clinical medicine program, providing references for further improving the teaching quality,and laying a foundation for expanding the course to five-year clinical medicine program. Teaching contents of the integrated course of general pathology and pathophysiology focus on the crossing and integration of relevant discipline knowledge and properly integrating the traditional pathological knowledge,which emphasizes morphological changes of human body,with the pathophysiological knowledge,which emphasizes functional and metabolic changes of human body. It is helpful for breaking the boundaries of disciplines and enabling students to understand the laws of occurrence and development of diseases as a whole.The teaching model has been improved by introducing new teaching methods such as PBL,so as to avoid the shortcomings of traditional teaching method. The innovation consciousness,spirit of active learning,and critical thinking of students are trained via discussions of clinical cases,so as to lay a solid foundation for the learning of subsequent clinical courses and academic research in the future. In summary,integrated course benefits the overall optimization of the structure of medical courses,promotes the improvement of teaching quality,and can be expanded to five-year clinical medicine program in the future.

Practical notes on an integrated curriculum of hematology

Objective To review the experiences on an integrated curriculum of hematology for eight-year students in the first half of 2015 and to lay the foundation for improvement and application to students in the five-year program of clinical medicine.Methods The reform processes were described and the advantages and disadvantages of the integrated curriculum were analyzed by using descriptive and comparative methodologies.Results The original teaching contents were simplified.A teaching group composed of basic science researchers and clinicians was established.New small-group learning mode was conducted.Conclusion The integrated hematology course was established and after improvement this course can be implemented into the five-year program of clinical medicine in the future.