A study of influence factors about integrated curriculum in clinical medicine program based on the exploratory factor analysis

doi:10.3760/cma.j.issn.1673-677X.2017.05.025

Abstract

Abstract: Objective A preliminary study of influence factors about curriculum integration, aims to recommend reform measures in medical universities.Methods Literature interview was conducted to collect items and design a questionnaire to investigate influence factors about curriculum integration.A questionnaire survey was conducted among 350 teaching management staff and teachers of Harbin Medical University, and Harbin Medical University First Hospital and Harbin Medical University Second Hospital.Results Influential factors of the integrated curriculum in medical universities includes seven modules: the competence of teachers, resources for teaching, support by the university, the management, the external force, the enthusiasm of the students, culture in the college towards in teaching.Conclusions Seven factors affect medical curriculum integration, and the competence of teachers is the most significant factor.

Key words: Clinical medicine, Curriculum integration, Influence factors, Factor analysis

Ma Xing, Xiao Hai, Piao Jie, Yang Linli, Cao Depin, Yang Libin. A study of influence factors about integrated curriculum in clinical medicine program based on the exploratory factor analysis[J]. Chinese Journal of Medical Education, 2017, 37(5): 753-757.

References

[1] 张艳荣.20世纪后半叶美国高等医学教育改革历程[J].中华医史杂志,2006,36(1):33-37.DOI:10.3760/cma.j.issn.0255-7053.2006.01.008.
Zhang YR. The reform course of American higher medical education in the latter half of the 20th century[J].Chin J Med Hist,2006,36(1):33-37. DOI: 10.3760/cma.j.issn.0255-7053.2006.01.008.
[2] 孙宝志. 世界医学课程模式改革百年历程与借鉴[J].中华医学教育杂志,2012,32(1):1-7. DOI: 10.3760/cma.j.issn.1673-677X.2012.01.001.
Sun BZ. Medical curriculum models reform centenary in the world and for reference[J].Chin J Med Edu,2012,32(1):1-7. DOI: 10.3760/cma.j.issn.1673-677X.2012.01.001.
[3] Harden RM. The integration ladder: a tool for curriculum planning and evaluation[J]. Med Educ, 2000,34(7):551-557.
[4] 张云, 乔敏. 医学课程模式的改革与思考[J].中国高等医学教育,2006(1):87-89. DOI: 10.3969/j.issn.1002-1701.2006.01.039.
Zhang Y, Qiao M. Reflections on model changing of medical curricula[J].China Higher Medical Education,2006(1):87-89. DOI: 10.3969/j.issn.1002-1701.2006.01.039.
[5] 窦春潇, 刘强, 孙宝志. 哈佛大学医学院2010年整合课程体系概况与启示[J].中华医学教育杂志,2009,29(6):152-154. DOI: 10.3760/cma.j.issn.1673-677X.2009.06.060.
Dou CX, Liu Q, Sun BZ. To introduce the integrated curriculum 2010 of Harvard Medical School and it's inspirations[J].Chin J Med Edu,2009,29(6):152-154. DOI: 10.3760/cma.j.issn.1673-677X.2009.06.060.
[6] 吴红燕, 程益群, 孙业桓, 等. 医学教育认证背景下的临床医学专业教学改革探讨[J].中国高等医学教育,2013(6):52-54. DOI: 10.3969/j.issn.1002-1701.2013.06.028.
Wu HY,Cheng YQ,Sun YH,et al. Discussion on reform of clinical medical education in background of medical education accreditation[J].China Higher Medical Education,2013(6):52-54. DOI: 10.3969/j.issn.1002-1701.2013.06.028.
[7] 罗静.学生学习数学态度量表的编制[J].韶关学院学报(自然科学版),2010,31(6):13-16.
Luo J. The compilation of attitude toward mathematics for students[J]. Journal of Shaoguan University (Natural Science),2010,31(6):13-16.
[8] 张超, 徐燕, 陈平雁. 探索性因子分析与验证性因子分析在量表研究中的比较与应用[J].南方医科大学学报,2007,27(11):1699-1700,1705. DOI: 10.3321/j.issn:1673-4254.2007.11.052.
[9] Malik AS, Malik RH. Twelve tips for developing an integrated curriculum[J]. Med Teach, 2011,33(2):99-104. DOI: 10.3109/0142159X.2010.507711.
[10] Jippes M,Majoor GD.Influence of national culture on the adoption of integrated medical curricula[J].Adv Health Sci Educ Theory Pract,2011,16(1):5-16.DOI:10.1007/s10459-010-9236-5.
[11] Kitzes JA, Savich RD, Kalishman S, et al. Fitting it all in: integration of 12 cross-cutting themes into a school of medicine curriculum[J]. Med Teach, 2007,29(5):489-494. DOI: 10.1080/01421590701288564.
[12] Smith SR. Toward an integrated medical curriculum[J]. Med Health R I, 2005,88(8):258-261.
[13] Dahle LO, Brynhildsen J, Behrbohm FM, et al. Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linkping, Sweden[J].Med Teach,2002,24(3):280-285.DOI:10.1080/01421590220134
097.
[14] 孙宝臣.院校教学文化建设初探[J].科技资讯,2016,14(34):231,233.DOI:10.16661/j.cnki.1672-3791.2016.34.231.

[1]	Zhang Jin, Yang Libin, Guo Qingfeng, Cao Depin. Application of formative assessment in undergraduate clinical medicine education [J]. Chinese Journal of Medical Education, 2020, 40(9): 731-735.
[2]	Dong Yali, Zhao Ting, Gu Xiaofen. The current status and influencing factors of anxiety and depression in professional master degree of clinical medicine in a medical college [J]. Chinese Journal of Medical Education, 2020, 40(8): 586-589.
[3]	Fan Yujie, You You, Li Feng, Wang Weimin, Chen Juan. Student engagement and its impact on learning outcomes of undergraduates of clinical medicine [J]. Chinese Journal of Medical Education, 2020, 40(8): 632-636.
[4]	Wu Hongbin, Xie A'na, Wang Weimin. Retrospect and prospect of eight-year medical education program in China [J]. Chinese Journal of Medical Education, 2020, 40(7): 513-518.
[5]	Liao Peng, Hou Jianlin, Liao Kaiju, Li Fei, Ma Xuanxuan, Wang Zhifeng. Quantity and geographic distribution of colleges offering undergraduate clinical medicine program in China [J]. Chinese Journal of Medical Education, 2020, 40(7): 519-523.
[6]	Jiang Xiaogang, Yang Xudong, Yan Xiaofei, Han Yan. Effectiveness of the comprehensive experiment of biochemistry and molecular biology in clinical medicine [J]. Chinese Journal of Medical Education, 2020, 40(6): 455-457.
[7]	Zhang Chi, Wang Tingting, Jia Jinzhong, Liu Deping, Wang Peizhong. Qualitative research on professional degree education of medical doctor [J]. Chinese Journal of Medical Education, 2020, 40(5): 367-371.
[8]	Liao Kaiju, Hou Jianlin, Yu Chen, Xie A'na, Wang Weimin. Analysis on the enrolment scale of undergraduate medical education in China's regular higher education institutions and related policy suggestions [J]. Chinese Journal of Medical Education, 2020, 40(4): 252-255.
[9]	Jia Xueyan, Duan Lili, Chang Xing, Zhu Dongwei, Luo Linzhi, Qiu Jie. Study on ideological education model for postgraduates of clinical medicine [J]. Chinese Journal of Medical Education, 2020, 40(4): 293-296.
[10]	Huo Gang, Tao Liyuan, Zhang Aijing, Yuan Wenqing, Gu Shixian. Investigation and analysis of the current situation of clinical medicine academic graduate tutor guidance in an affiliated hospital of a university in Beijing [J]. Chinese Journal of Medical Education, 2020, 40(4): 297-300.
[11]	Zhang Chi, Li Xin, Jia Jinzhong, Huang Tianren, Liu Deping. Construction and reliability and validity analysis of satisfaction scale for medical graduates [J]. Chinese Journal of Medical Education, 2020, 40(4): 316-320.
[12]	Yang Chaoqun, Lai Jingwei, Cheng Yaqing, Liu Zeyu, Deng Guoying. An investigation on the intention of senior high school students for entrance into medicine college and reasons [J]. Chinese Journal of Medical Education, 2020, 40(11): 858-862.
[13]	Wu Tao, Xiao Zhihong, Yan Xueliang. The application of 3D printing technology in undergraduates teaching of spinal surgery [J]. Chinese Journal of Medical Education, 2020, 40(10): 792-795.
[14]	Li Hui, Xu Yi, Chang Xiaohong. Problems and strategies in the progress of postgraduate education for clinical medicine professional degree [J]. Chinese Journal of Medical Education, 2020, 40(1): 56-59.
[15]	Zhang Chi, Jia Jinzhong, Jiang Yingying, Wang Tingting. Exploration on the training objectives and requirements of professional deoctoral degree in clinical medicine in China [J]. Chinese Journal of Medical Education, 2019, 39(9): 691-695.