朱亮1, 孙国超2, 管又飞3,*
1大连医科大学基础医学院，大连 116044；2大连医科大学教务处，大连 116044；3大连医科大学医学科学研究院，大连 116044
系统整合教学是基于器官/系统实施教学的课程体系，是当前医学教育改革的重要方向。本文基于大连医科大学10余年的实践，结合国内15所医学院校开展整合课程教学的现状，分析我国高等医学院校开展基础医学阶段系统整合教学的模式，明确基础医学阶段系统整合教学改革的目的和意义。结果显示：(1)系统整合教学是被国内医学院校广泛接受和应用的新型教学模式，主要采用基础类课程整合、临床类课程整合或基础类和临床类课程融通整合三种形式，大多同时开展包括基于问题的学习(problem-based learning, PBL)、基于案例的学习(case-based learning, CBL)和基于团队的学习(team-based learning, TBL)等多种教学方法的改革；(2)基础医学阶段系统整合教学可显著优化基础和临床医学课程的衔接、促进基础和临床教师的合作和交流、改善医学生的知识建构和思维模式、提升教师的教学能力和水平；(3)针对基础医学阶段系统整合教学改革中存在的问题，通过“六着力”贯穿系统整合教学改革的全过程、“五结合”彰显系统整合教学改革的新理念，可以为我国基础医学阶段系统整合教学改革提供重要的经验。随着我国医学教育体系改革的不断深入和发展，充分发挥基础医学阶段系统整合教学和传统单学科教学的各自优势，加强基础类和临床类整合课程的融贯将在建立具有我国特色的医学教育课程体系方面发挥重要的作用。
Role of systematic integration teaching reform at the basic medicine teaching stage in Chinese medical education system
ZHU Liang1, SUN Guo-Chao2, GUAN You-Fei3,*
1College of Basic Medical Sciences, Dalian Medical University, Dalian 116044, China；2ent of Medical Education, Dalian Medical University, Dalian 116044, China；3Advanced Institute for Medical Sciences, Dalian Medical University, Dalian 116044, China
Systematic integration teaching is a curriculum system focusing on organs and systems, which is an important direction of medical education reform in China. Based on the practice of integrated curriculum teaching in Dalian Medical University for more than 10 years, combined with the experience in 15 medical colleges and universities in China, this paper analyzed the modes of systematic integrated teaching at the basic medicine teaching stage for medical higher education, and specified the purpose and significance of this teaching reform. The results showed that: (1) The systematic integrated teaching is a well-accepted and widely used teaching mode in domestic medical colleges and universities, which mainly includes three types of methodologies, i.e., integration of basic medicine courses, integration of clinical medicine courses and integration of basic and clinical medicine courses. The systematic integrated teaching is carried out by reforming various teaching methods including problem-based learning (PBL), case-based learning (CBL) and team-based learning (TBL). (2) The systematic integration teaching at the basic medicine teaching stage can significantly optimize the transition between basic and clinical courses, promote the cooperation and exchange between basic and clinical teachers, and improve the medical students’ knowledge construction and critical thinking, and teachers’ teaching ability as well. (3) The systematic integration teaching concept of “Six focuses” and “Five combinations” effectively guides the design and implementation of the integrated curriculum at the basic medical teaching stage of Dalian Medical University. With the deepening and development of medical education system reform in China, giving full play to the respective advantages of the systematic integrated teaching and traditional single-subject teaching at the basic medicine stage, and strengthening the integration of basic and clinical courses will play an important role in optimizing medical education curriculum system with Chinese characteristics.
通讯作者：管又飞 E-mail: firstname.lastname@example.org
朱亮, 孙国超, 管又飞. 基础医学阶段系统整合教学改革在医学教育中的作用[J]. 生理学报 2020; 72 (6): 699-706.
ZHU Liang, SUN Guo-Chao, GUAN You-Fei. Role of systematic integration teaching reform at the basic medicine teaching stage in Chinese medical education system. Acta Physiol Sin 2020; 72 (6): 699-706 (in Chinese with English abstract).