Abstract: Objective To discuss the effect of system-based integrated curriculum combined with problem-based learning, case-based learning (hereinafter referred to as system-based integrated teaching) in basic medical sciences in the cultivation of clinical medical students' critical thinking ability. Methods A total of 184 students from the 5-year clinical medicine scheme in Dalian Medical University were subjects, which include experiment group (n=89, system integrated teaching mode)and control group(n=95, traditional discipline-centered teaching mode). Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) was used to evaluate the critical thinking ability of students. Results The total score of the experiment group was significantly higher than that of control group (P＜0.01). Open-mindedness, analyticity, inquisitiveness and cognitive maturity of the seven dispositions of experiment group were significantly higher than that of control group [(42.03±5.60)vs(39.98±5.47),(41.69±6.27)vs(39.43±5.89),(42.16±6.93)vs(39.61±8.13),(43.74±7.74)vs(40.32±5.63), all P＜0.05]. There were statistical differences in 17 of 70 items of critical thinking ability of two groups (P＜0.05). Conclusions System-based integrated course facilitates clinical medical students to improve their critical thinking abilities.

Key words: Basic medicine, System integrated course, Medical students, Critical thinking ability, Teaching methods