A Medical Pedagogy Reform by Integration of Biomedical Research into the Clinical Medicine Program
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ORIGINAL RESEARCH
A Medical Pedagogy Reform by Integration of Biomedical Research into the Clinical Medicine Program Ziteng Liu 1,2 & Yun He 1 & Yi Yang 1 & Mark Maconochie 2 & Zhijun Luo 1 Accepted: 5 October 2020 # International Association of Medical Science Educators 2020
Abstract Purpose The objective of this study is to assess the effectiveness of integrating research-based biomedical sciences into a clinical medicine program. This reform aims to enable medical students to conduct both clinical and independent research work at an early stage and to consider human disease through a mechanistic and evidence-based perspective. Method We designed this innovative medical program using modules that are different from those used in traditional medical programs in both China and Western countries. Thus, in this new program, we incorporated biomedical sciences components including essential theoretical and practical elements, active learning, and research skills training in the first 3 years of a 5-year program. We also offered students opportunities for oral presentation, teamwork, and leadership training. Results We find that students are actively engaged in this program and are enthusiastic about medical research, academically competent, and confident at expression and presentation of their data. They demonstrate leadership and teamwork skills that are essential for contemporary medical practice and prepare them by developing these skills at this early stage as they embark on their medical career. We show that students who train through this reformed program perform well at various nationwide and province-wide academic contests and show increased competitiveness in applications onto post-graduate programs. Conclusion Overall, we provide evidence that this new program is proving to be successful and is a worthwhile reform establishing a new paradigm for Chinese medical education. Furthermore, we suggest it is a reform that would be of interest to other countries whose medical education is not delivering the desired output of research- and evidence-based–driven doctors. Keywords Biomedical sciences . Research skills . Clinical medicine . Curriculum development
Background It has been 100 years since the Flexner report attempted to standardize medical education in the USA [1]. While Ziteng Liu and Yun He contributed equally to this work. Electronic supplementary material The online version of this article (https://doi.org/10.1007/s40670-020-01105-w) contains supplementary material, which is available to authorized users. * Mark Maconochie [email protected] * Zhijun Luo [email protected] 1
Queen Mary School, Nanchang University, 461 Ba Yi Avenue, Nanchang, China
2
School of Biological and Chemical Sciences, Queen Mary University of London, 3.12 Fogg Building, Mile End Road, London E1 4NS, UK
American medical education has arguably developed the most advanced medical education model, it is undeniable that pedagogical reform needs to continue not only to reflect the changing nature of medicine in the t
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