Abstract: Participatory teaching focuses on students as the main participants and teachers as facilitators. It allows students to shift from passive knowledge recipients to active knowledge acquirer, which is beneficial for developing their comprehensive abilities. In the context of organ system integration curriculum, there may be overlaps and repetitions in the teaching of regional anatomy. Therefore, the teaching content can be organized and presented through collaborative lesson preparation between teachers and students, through student participatory teaching to present repetitive knowledge points in the classroom. This study explores the design and implementation process of participatory teaching in the theory classes of regional anatomy for 80 students in eight-year clinical medicine program enrolled in 2019 at Peking University Health Science Center. The teaching effectiveness was evaluated through post-class student interviews and a questionnaire survey. The interview results showed that out of 10 students, 9 believed that this teaching method increased learning interest, promoted teacher-student communication, exercised collaboration and expression skills, and improved learning outcomes. Among the 67 valid questionnaires collected, 65 students (97.0%) believed that this teaching method had significantly improved their understanding of anatomy. Forty students (59.7%) believed that this teaching method improved their ability to integrate clinical knowledge and learn independently, particularly useful to cultivate a spirit of teamwork. The application of participatory teaching in the theory courses of regional anatomy has achieved good results.

Key words: Anatomy, regional, integrated curriculum, participatory teaching