Abstract: Peking University Health Science Center implemented the curriculum integration for its basic medical sciences program in 2020. In order to evaluate the teaching effect of the integrated curriculum and inform further improvement of the curriculum, 100 students of grade 2020 majoring in basic medicine in Peking University Health Science Center were enrolled in this study. A self-designed questionnaire was administered to survey on the integrated urology course. The teaching effectiveness of the integrated urology course was evaluated by analyzing the survey results and students' examination performance. The pass rate of students was 99.0%(99/100).Among 95 students who participated in the survey, 82(86.3%) students were generally satisfied with the course, 94(98.9%) students thought that the content structure of the course were clear and the learning objectives were be well-defined , and 48(50.5%) students considered that the learning burden of the course was moderate; 75(78.9 %) students thought that the pathology of glomerular and renal interstitial diseases was difficult, and 51(53.7%) students suggested that the class hours of this content should be increased. There were 91(95.8%) students who believed that the clinical lectures enhanced their understanding of clinical knowledge, broadened their horizons, and improved their learning interest. In conclusions, the integrated course of urology system is reasonably designed and has achieved its integration goal and desired effectiveness. However, students' workload is slightly heavy, and the arrangement of some teaching contents still needs to be further optimized in combination with new teaching methods.

Key words: Curriculum, Basic medicine, Integration curriculum, Organ-system-centered, Urinary system, Teaching effectiveness