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Exploration of international joint training model for eight-year medical students in Xiangya School of Medicine of Central South University Song Shuang, Zhou Xingcan, Chen Dan, Ren Guofeng, Chen Junxiang 2024, 44 (11):  801-804.  DOI: 10.3760/cma.j.cn115259-20240327-00319 Abstract ( 69 )   PDF (809KB) ( 78 )   The “Eight-Year Medical Student Leading Talent Training Innovation Driven Plan” has been implemented in Xiangya School of Medical of Central South University since 2012. This plan builds on the foundation of the first two years of medical preparatory education and the core medical curriculum from years three to six, selecting outstanding students for international joint training during their seventh and eighth years at top universities such as Yale, Cornell, the University of Pittsburgh, and the University of Michigan. The global perspective, clinical thinking ability, and scientific research innovation awareness of eight-year medical students have been improved through international joint training. This paper introduces Xiangya's approach to developing an international joint training model for eight-year medical students, showcasing the program's achievements in training scale and quality, and aims to provide insights and guidance for advancing reforms in eight-year medical education. References | Related Articles | Metrics

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A study on the ″six-in-one″ course design for international medical faculty development program of FAIMER China Regional Institute Chen Qin, Tan Sipin 2024, 44 (11):  805-810.  DOI: 10.3760/cma.j.cn115259-20231114-00485 Abstract ( 31 )   PDF (847KB) ( 32 )   Course design is crucial for the development of the quality of medical teachers, yet insufficient attention is often paid to this aspect within the realm of medical faculty development. In collaboration with China Medical University and Southern Medical University, the Foundation for Advancement of International Medical Education and Research (FAIMER) has established two international collaborative regional institutes in China and offered programs for the development of medical faculty. This study employed participatory observation and material collection methods to conduct a case study on the course design of international medical faculty development programs offered by these two regional institutes in China. The study found that the course design for international medical faculty development presents the ″six-in-one″ features, integrating six components into an organic whole: ″identification of educational issues,″ ″articulation of educational needs,″ ″establishment of educational objectives,″ ″selection of educational strategies,″ ″implementation of instruction,″ and ″evaluation and improvement of teaching.″ Each component was interconnected, causally related, interdependent, and collaborates closely, emphasizing integration and systematicity, thus forming a closed-loop course design system. This multidimensional instructional design model effectively achieves the program objectives of the regional institutes' international medical faculty development, offering valuable insights into leveraging international resources to advance medical faculty development in the context of China's higher education openness. It also supports the promotion of a localized medical faculty development model rooted in China. References | Related Articles | Metrics

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The effect of peer assisted learning in medical education: a meta-analysis Shen Yi'nan, Li Yuwei 2024, 44 (11):  811-816.  DOI: 10.3760/cma.j.cn115259-20231020-00382 Abstract ( 24 )   PDF (6541KB) ( 23 )   Objective To analyze the impact of peer-assisted learning (PAL) on the learning outcomes of medical students, and evaluate the effect of PAL in medical education. Methods In August 2023, randomized studies on PAL among medical students were conducted through computer search of Web of Science, Embase, EBSCO databases, China National Knowledge Infrastructure, Wanfang Data, VIP Database for Chinese Technical Periodicals . Literature screening and meta-analysis were conducted using Endnote 20 and Review Manager 5.4 software. Random effects model was used for statistical analysis. Results A total of 33 relevant literature were included. The meta-analysis results showed that PAL significantly improved the learning outcomes of clinical medical students (SMD=0.74 [0.25, 1.23]), but had no significant impact on the learning outcomes of preclinical medical students (SMD=0.39 [-0.04,0.82]). PAL also significantly improved the learning outcomes of clinical skills (SMD=0.87[0.47,1.28]), but had no significant impact on the learning outcomes of theoretical knowledge (SMD=0.49[-0.11,1.10]). Students who participated in PAL for more than 4 weeks had significantly better learning outcomes than those who did not participate in PAL (SMD=1.08 [0.33,1.84]), and whether or not to participate in PAL within 4 weeks did not have a significant impact on students' learning outcomes (SMD=0.27 [-0.10,0.64]). Conclusions The learning outcomes of medical students have significantly improved after participating in PAL, and the most significant effect is in the clinical skills learning stage, which can be maintained for a relatively long time. References | Related Articles | Metrics

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Application of echocardiography simulator in intensive care echocardiography training for internists Li Dan, Chen Shaomin, Han Jiangli, Feng Xinheng 2024, 44 (11):  817-820.  DOI: 10.3760/cma.j.cn115259-20240204-00129 Abstract ( 14 )   PDF (820KB) ( 12 )   Critical care echocardiography (CCE) plays a vital role in assessing the hemodynamic status of critically ill patients, but there is still a significant deficiency in its clinical application. This study explores the application of echocardiography simulators in CCE training among internists. From May to June 2023, CCE training was conducted for 35 internists in Peking University Third Hospital, which included 1 hour of knowledge teaching and 3 hours of simulated training. The results showed that 33(94.3%) trainees were able to obtain all 5 echocardiography views; the accuracy rate in identifying low blood volume was 100.0%. A simple random sampling method was used to select 16 trainees, who performed echocardiographic on standardized patients one week after the training. The results indicated that all trainees successfully completed the acquisition of echocardiography views on the standardized patients. The training practice demonstrated that the echocardiographiy simulator achieved favorable outcomes in the training of CCE for internists. Trainees could basically master the acquisition of echocardiography views and identification of the echocardiography images within a short period. References | Related Articles | Metrics

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Application of novel 3D-printing model in enhancing the nasal anatomy proficiency of eight-year program medical students Hu Weini, Xie Lifeng, Zuo Qiang, Xu Chiyu, Ke Jia 2024, 44 (11):  821-825.  DOI: 10.3760/cma.j.cn115259-20240130-00105 Abstract ( 19 )   PDF (6029KB) ( 13 )   Objective To investigate the application of novel 3D printing model in the teaching of nasal anatomy for eight-year program medical students. Methods The study selected 55 students from the 2020 class of eight-year program at Peking University Health Science Center, who participated in an ENT internship at Peking University Third Hospital from October to November 2023. The students were divided into four groups according to natural grouping. Two groups (28 students) were randomly selected as the experimental group, and the other two groups (27 students) served as the control group. Students in the experimental group used 3D printing model as teaching aids for nasal anatomy, while those in the control group used traditional teaching aids. The teaching effectiveness of the two groups was compared through questionnaires, and theoretical assessments. Results In the knowledge examination, the scores of the experimental group students in nasal anatomy-related content (19.3±2.0) were significantly higher than those of the control group students (17.3±3.8), with statistically significant differences (P =0.019). The questionnaire results showed that the scores of the experimental group students in terms of ″fidelity of the nasal anatomy model″ and ″mastery of theoretical knowledge in nasal anatomy″ were significantly higher than those of the control group students[(8.7±1.6) vs. (7.4±2.7), (7.1±2.7) vs. (5.8±2.3)], and the differences were statistically significant (all P < 0.05). Conclusions The application of novel 3D printing model in assisting nasal anatomy teaching in otolaryngology contributes to improving the learning efficiency and teaching effectiveness of eight-year program medical students. References | Related Articles | Metrics

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Research on the application of information teaching methods based on the rain classroom platform in the PET/CT imaging diagnostic internship course Qin Jie, Chong Weixia, Yang Jing, Fu Wei 2024, 44 (11):  826-830.  DOI: 10.3760/cma.j.cn115259-20230804-00090 Abstract ( 21 )   PDF (800KB) ( 13 )   Objective To explore the application of information teaching methods based on the rain classroom platform in the PET/CT imaging diagnostic internship course. Methods In November 2022, a total of 77 undergraduate students of medical imaging from the 2019 class were selected as the research object, and they were divided into groups through simple randomization. The study group (n=39) adopted the information teaching method based on the Rain Classroom platform, and the control group (n=38) adopted traditional teaching methods. The teaching quality effects of the two groups of students were objectively compared through examination scores, and the subjective feedback of students on the teaching effectiveness were understood through a questionnaire survey. The chi square test, independent sample t-test were used to analyze the data. Results The theoretical assessment and operational skills assessment scores of the study group students were (85.05±7.43) points and (86.26±6.28) points, respectively, which were higher than the control group students' (81.05±4.98) points and (78.50±5.29) points, all P<0.05. The subjective teaching satisfaction of the study group students was 94.9% (37/39), which was higher than the control group's 68.4%(26/38), P=0.031. Conclusions The information teaching method based on the rain classroom platform has a good teaching effect in PET/CT imaging diagnosis internship courses, which is conducive to stimulating students' initiative and enthusiasm, and thus enhancing the quality of classroom teaching. References | Related Articles | Metrics

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Exploration and analysis of the preference of medical undergraduate MOOC learning plan selection through discrete choice experiment Tang Yanni, Qin Yongjie, Yuan Di, Guo Yujun, Wang Zijian, Wang Na 2024, 44 (11):  831-837.  DOI: 10.3760/cma.j.cn115259-20231227-00627 Abstract ( 6 )   PDF (838KB) ( 6 )   Objective To analyze medical undergraduates' preferences on MOOC learning programs, in order to inform MOOC developers and managers to further optimize MOOC resources in medicine. Methods The discrete choice experiment method was used to determine the potential attributes and levels affecting medical undergraduates' MOOC learning preferences through literature review, student interviews, expert consultation, and importance ranking. SAS 9.4 and Stata 17 were used to calculate the optimal choice set numbers and design the discrete choice experiment questionnaire. A questionnaire survey was conducted among 453 full-time medical undergraduates from a higher medical college in Chongqing, and the conditional logit model was used to quantify the preference degree of medical undergraduates for MOOC learning attributes. Results This study collected 375 valid questionnaires, and six attributes including course type, content, difficulty level, duration, summary method, and correlation with formative assessment scores had a significant impact on medical undergraduates' preferences for MOOC learning programs (all P<0.05). The preference for correlation with formative assessment scores (no correlation) was most significant (β=0.38), with the highest relative importance score (0.301). Assuming the removal of correlation with formative assessment scores (no correlation) from the optimal scenario, the probability of students choosing this MOOC learning plan will decrease by 6.14%; compared with public basic courses, the preference for experimental courses (β=0.34) was significantly higher than that for theoretical courses (β=0.16); for the lower-grade group (first and second year) and the higher-grade group (third year and above), the most valued attribute levels were the course summary method (comprehensive lecture of knowledge points) (β=0.35, P<0.001) and course duration (<10 minutes) (β=0.45, P<0.001), respectively. Conclusions Medical undergraduates do not want MOOCs to be correlated with formative assessment scores and prefer to choose experimental MOOCs for learning. There is heterogeneity in the preferences for MOOC learning programs among medical undergraduates at different learning stages. It is recommended to reduce the correlation between medical undergraduates' MOOC scores and formative assessment scores in blended teaching; to focus on supplementing, updating, and integrating medical experimental MOOCs, to explore a new model of full online experimental teaching combining MOOCs and virtual simulation experiments; to emphasize ″learning according to needs,″ and to build a MOOC teaching system suitable for medical undergraduates at different learning stages to improve the quality and efficiency of MOOC learning. References | Related Articles | Metrics

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Application of digital dental teaching assessment system in the evaluation of tooth preparation for oral restoration Li Jing, Dong Yan, Wang Fu, Tian Min, Huang Li 2024, 44 (11):  838-842.  DOI: 10.3760/cma.j.cn115259-20230708-00664 Abstract ( 13 )   PDF (808KB) ( 8 )   Objective To explore the application of a digital oral teaching evaluation system in the preparation evaluation of dental restoration teeth. Methods In December 2022, 5 teachers from the Department of Prosthetics at the Fourth Military Medical University Stomatological Hospital and 30 students majoring in Stomatology in 2018 were selected as the research subjects. The digital dental teaching evaluation system (DHC220) was used to train teachers and conduct dental preparation operation assessments. Divide students evenly into Group A and Group B using a random number table method. The teacher first rates the dental preparation operations of Group A students, and then rates Group B students after receiving DHC220 training. Meanwhile, DHC220 automatically rates two groups of students through the system. Apply Friedman test for statistical analysis of teacher ratings and DHC220 ratings, and calculate the intra group correlation coefficient of teacher ratings to evaluate their consistency. Results DHC220 rated Group A students at 65 (25); The scores for Teacher 1 to Teacher 5 were 82 (12), 80 (10), 82 (10), 75 (10), and 83 (8), respectively. The overall difference between the DHC220 score and the teacher score was statistically significant (P<0.001), and only the score of Teacher 4 had no statistically significant difference with the DHC220 score (all P>0.05). The intra group correlation coefficient of teacher ratings was 0.79, indicating good consistency. DHC220's rating for Group B students was 68 (15) points; The scores for Teacher 1 to Teacher 5 were 74 (19), 75 (20), 72 (11), 73 (17), and 74 (13), respectively. The difference between DHC220 scores and teacher scores was still statistically significant (P<0.001), but only the difference between Teacher 1's score and DHC220 scores was statistically significant (P<0.001). There was no statistically significant difference in the comparison of scores between other teachers and DHC220, as well as between teacher scores (all P>0.05). The intra group correlation coefficient of teacher ratings was 0.95, indicating excellent consistency. Conclusions Utilizing a digital teaching assessment system for teacher training can enhance the consistency, accuracy, and objectivity of teachers in evaluating tooth preparations. To a certain extent, it facilitates more effective assessment and feedback in the teaching process. References | Related Articles | Metrics

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Application of an automatic blood cell morphology recognition system in blood cell morphology internship teaching for undergraduate students majoring in medical laboratory technology Sun Tao, Wang Yufei, Zhang Dandan, Song Lijie 2024, 44 (11):  843-847.  DOI: 10.3760/cma.j.cn115259-20231125-00529 Abstract ( 6 )   PDF (834KB) ( 19 )   Objective To evaluate the application effect of an automatic blood cell morphology recognition system in the internship teaching of blood cell morphology for undergraduate students majoring in medical laboratory technology. Methods From November 2022 to October 2023, a controlled trial was conducted with 63 students from three medical colleges, who were interning in the Department of Clinical Laboratory, The Third Medical Center of Chinese PLA General Hospital. Students were randomly divided into experimental group (n=31) and control group (n=32). The experimental group received instruction with the aid of an automatic blood cell morphology recognition system, while the control group used traditional microscope-assisted teaching methods. Upon completion of the teaching sessions, both groups underwent blood cell morphology recognition tests and teaching method satisfaction surveys. Relevant data were statistically analyzed using t-tests and χ2 tests. Results The experimental group scored significantly higher (78.87±6.55) compared to the control group (73.06±7.94) in blood cell morphology recognition tests. Additionally, the experimental group rated the innovativeness of the teaching method, richness of teaching resources, interest in the teaching method, interaction during teaching, convenience of post-class review, and reinforcement of basic knowledge higher with scores of (4.10±0.65), (4.10±0.70), (3.32±0.65), (3.87±0.72), (4.06±0.68), and (3.94±0.57) respectively, compared to the control group's scores of (2.91±0.69), (3.16±0.63), (2.75±0.80), (3.03±0.60), (2.84±0.63), and (3.06±0.67).There were statistical differences (all P<0.05). Conclusions Implementing an automatic blood cell morphology recognition system in the internship teaching for undergraduate students in medical laboratory technology significantly enhances the quality of blood cell morphology education and increases students' satisfaction. References | Related Articles | Metrics

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Design and implementation of an undergraduate elective course in cardiac surgery for clinical medicine programs Zhang Hongwei, Yang Peng, Xiao Zhenghua, Gan Changping, Li Xiao, Hu Jia 2024, 44 (11):  848-852.  DOI: 10.3760/cma.j.cn115259-20230901-00191 Abstract ( 20 )   PDF (828KB) ( 15 )   To help clinical medical undergraduate master the fundamental knowledge and basic surgical skills of cardiac surgery, cultivate their interest in learning and pursuing a career in cardiac surgery, and enhance their medical humanities literacy and competence, an elective course in cardiac surgery was designed and implemented. This course integrates ideological and political education with innovation and entrepreneurship education, utilizing a variety of teaching methods, including theoretical lectures, practical exercises, clinical internships, and simulation teaching. A total of 39 students from the five-year Clinical Medicine program at Sichuan University, class of 2018, were enrolled. The teaching effectiveness was evaluated through final examination scores, questionnaire surveys, and the number of approved student innovation and entrepreneurship training programs. The results showed that all students achieved a final course grade of good or above. Specifically, 92.3% (36/39) of the students considered the course design to be reasonable, 94.9% (37/39) believed the course stimulated their interest in learning, 89.7% (35/39) felt the course deepened their understanding of theoretical knowledge, 71.8% (28/39) thought the course improved their clinical operation skills, and 100.0% (39/39) agreed the course enhanced their humanities literacy. Additionally, all students participated in applying for and securing a total of 45 provincial, university, and college-level student innovation and entrepreneurship training programs. The exploration and practice of this course have made valuable contributions to the innovation of medical talent cultivation, offering a reference for the implementation of similar courses in clinical medicine programs at medical schools in China. References | Related Articles | Metrics

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Analysis of attitude and influencing factors on academic integrity for medical postgraduates Zhao Lianyi, Qiu Liru, Wang Fang, Zhang Qi, Hou Changrong 2024, 44 (11):  853-857.  DOI: 10.3760/cma.j.cn115259-20240129-00100 Abstract ( 18 )   PDF (801KB) ( 18 )   Objective To investigate the attitude and influencing factors on academic integrity for medical postgraduates, as well as to inform the promotion of academic integrity. Methods A survey was conducted among graduate students by the cluster sampling at Tongji Hospital affiliated to Tongji Medical College of Huazhong University of Science & Technology, between October 2021 and October 2023. The Bio-psychological-social medical model was utilized to evaluate the effects of social, psychological, and personal factors on medical postgraduates' attitudes toward academic integrity. Data were analyzed using chi-square test and binary logistic regression. Results A total of 1 151 graduate students participated in this study. 14.2% (163/1 151) of respondents exhibited potential risky attitudes toward academic integrity. The logistic regression analysis showed no significant variation between personal factors (all P＞0.05). Psychologically, graduate students with less pressure to publish were 0.65 times more likely to display potential risky attitudes toward academic integrity than those with high pressure (OR=0.65, 95% CI=0.44-0.98). Socially, graduate students who perceived a positive research environment were 0.46 times more likely to exhibit potential risky attitudes toward academic integrity than those in a poor climate (OR=0.46, 95%CI=0.29-0.73). Those who had participated in research training in the last year were 0.66 times more likely to have potential risky attitudes toward academic integrity than those without such training (OR=0.66 , 95% CI=0.45-0.96). Graduate students exposed to advertisements for paper writing or publishing in the last year were 2.67 times more likely to have potential risky attitudes toward academic integrity than those who had not received relevant advertisements (OR=2.67, 95% CI=1.87-3.80). Conclusions The attitudes of a minority of medical graduate students toward academic integrity are at potential risk. Reducing publication pressure, fostering a supportive research environment, promoting research integrity education, and curbing the commercialization of academic work may help reduce the incidence of academic misconduct. References | Related Articles | Metrics

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An investigation into the relationship between learning engagement, self-efficacy, and satisfaction among medical master's degree students from a curricular perspective Jiang Wei, Jin Xin, Yi Lisha, Shi Peiyao, Li Jingrui, Liu Mengquan, Yan Qi, Zhu Quanrong, Jia Jinzhong 2024, 44 (11):  858-863.  DOI: 10.3760/cma.j.cn115259-20230801-00075 Abstract ( 26 )   PDF (855KB) ( 22 )   Objective Based on the theoretical frameworks of learning engagement, self-efficacy, and satisfaction, this study explored the influence of course learning engagement on course satisfaction and the mediating role of course self-efficacy among medical master's degree graduates to improve the quality of medical master's degree training. Methods From June to July 2021, a self-administered questionnaire was used to investigate and analyze the course learning engagement, course self-efficacy, and course satisfaction of 9,262 recent master's degree graduates in medicine from 74 institutions across China. The entropy weighting method was used to calculate the weights of the indicators and to construct composite scores for course learning engagement, course self-efficacy, and course satisfaction. T-tests or ANOVA were used to compare the differences in scores among different demographic groups; Pearson correlation analysis was conducted to explore the correlations among the three scores; and finally, the mediating role of course self-efficacy was examined using hierarchical regression analysis. Results The scores for course learning engagement, course self-efficacy, and course satisfaction among medical master's degree students were (3.87±0.77), (3.85±0.75), and (3.84±0.86), respectively. There was a positive correlation between course learning engagement and course self-efficacy (r=0.94, P＜0.05) as well as between course learning engagement and course satisfaction (r=0.73, P<0.05). Course self-efficacy was also positively correlated with course satisfaction (r=0.73, P<0.05). Course learning engagement positively influenced course satisfaction, with course self-efficacy playing a partial mediating role (β=0.421, P<0.001). Conclusions The scores for course learning engagement, course self-efficacy, and course satisfaction among medical master's degree students were all at moderately high levels. Course learning engagement positively influenced course satisfaction, and course self-efficacy partially mediated the relationship between course learning engagement and course satisfaction. To enhance graduate students' course satisfaction, medical schools should focus on individual students' learning behaviors and confidence. References | Related Articles | Metrics

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Investigation and analysis of the current status of information management for residents in standardized residency training bases in Guangdong Province Chen Lu, Yu Jingfei, Zhang Xinyi, Xiang Ruhao, Li Shangrong, Chen Jiahui, Wang Dan, Chang Jiangyi, Zeng Hui, Yao Yao 2024, 44 (11):  864-868.  DOI: 10.3760/cma.j.cn115259-20231225-00616 Abstract ( 24 )   PDF (834KB) ( 32 )   Objective To understand the current status of information management in standardized residency training bases in Guangdong Province, and to provide a basis for the standardized residency training. Methods From April to July 2023, a questionnaire survey was used to investigate the current status of the information management function of residents in 61 residency training bases in Guangdong Province. Descriptive statistics and correlation analysis were used to analyze the results. Results The information system coverage rate of residency training bases in Guangdong Province was 98.4% (60/61). The overall functional score for the information management of residents across the 60 residency training bases was (63.18±11.64), with an average score of (59.71±12.22) for various subdivided functions. Among them, subdivided functions such as admission and admission education scored higher (76.45±24.10), while communication and feedback scored lower (38.70±30.84). The overall functional score for the information management of residents and the score for rotation management positively correlated with the pass rate of the residents' final assessment (r=0.33 and 0.37, both P<0.05). Conclusions The level of information management of residents depends on the degree of attention and investment of the residency training base, and the degree of attention given to the management of residency training under the guidance of the information system determines the quality of the training of residents. The study of information system construction standards can help residency training bases with a relatively weak foundation quickly realize the need of improvement in management system and training quality. The establishment of a provincial residency information management platform can promote high-quality development of residency training in the region. References | Related Articles | Metrics

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Research on video feedback teaching combined with peer-assisted learning to improve residents' cardiopulmonary resuscitation skills in short-term simulation training Du Tian, Du Zefeng, Li Xiaoxian, Lin Min, Liu Zhuowei, Huang Wan, Li Tang 2024, 44 (11):  869-875.  DOI: 10.3760/cma.j.cn115259-20231101-00427 Abstract ( 20 )   PDF (871KB) ( 20 )   Objective To explore the effect of video feedback teaching combined with peer-assisted learning in skills training of cardiopulmonary resuscitation (CPR). Methods This was a randomized control study in Sun Yat-sen University Cancer Center. In July 2023, 45 surgical residents were randomly divided into experimental group and control group with 23 in experimental group and 22 in control group. The residents received simulated CPR skills training within a limited time. The residents in experimental group took the video feedback teaching combined with peer-assisted learning protocol, while control group took the traditional teaching protocol. The training outcomes were evaluated by pre-class knowledge test, 1-minute pre-training baseline test and post-training performance test (in-class). The collected data was analyzed with non-parametric test or Chi-square test. Results The percentage of full marks of the pre-class knowledge test was 86.4%(19/22) in the control group and 87.0%(20/23) in the experimental group, and the score of 1-minute test before training was [61.5(19.2)] in the experimental group and [57.7(15.4)] in the control group, with no statistical difference between the two groups (all P>0.05). After training, the CPR performance test score of residents in the experimental group [93.1(5.9) ] were higher than that of the control group [84.7(8.8)],there was statistical difference (P<0.05). Conclusions Video feedback teaching combined with peer-assisted learning can improve the outcomes of CPR skills training for residents in short-term simulation training. References | Related Articles | Metrics

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Comparison and analysis of the integrated curriculum between Harvard Medical School and Peking University Health Science Center Lu Man, Wang Jingchao, Yuan Lijia, Liu Hong 2024, 44 (11):  876-880.  DOI: 10.3760/cma.j.cn115259-20231225-00621 Abstract ( 20 )   PDF (798KB) ( 34 )   According to the needs of social development and the laws of medical education development, Harvard Medical School and Peking University Health Science Center implemented curriculum integration step by step. In the Pathway and New Era curriculum, Harvard Medical School and Peking University Health Science Center, based on their teaching resources, environments and student characteristics, have constructed the integrated curriculum and teaching management system, proposed matching teaching methods and assessments, and etc. This paper compared and analyzed the integrated curriculum between the two medical schools from curriculum framework, teaching and assessment and curriculum organization and management, in order to inform medical schools for their similar undertakings. References | Related Articles | Metrics