Organ-System-Based Curriculum in Medical Education: A Scoping Review.

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Advances in Medical Education and Practice Pub Date : 2025-09-13 eCollection Date: 2025-01-01 DOI:10.2147/AMEP.S548097
Long Xia, Binglei Jiang, Jie Zhang, Kun Yang, Qiang Zhang, Ping-Yu Zhu
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引用次数: 0

Abstract

Background: The Organ-System-Based Curriculum (OSC) has emerged as a transformative approach to medical education, gradually replacing traditional subject-based teaching. However, the existing literature on OSC has not been comprehensively evaluated.

Methods: Following the Joanna Briggs Institute (JBI) guidelines for scoping reviews, we systematically searched five databases-Medline (PubMed), Embase, ERIC, CINAHL, and Web of Science-for studies published in English between 2010 and 2024. We aimed to answer three key questions regarding OSC implementation strategies, effectiveness in medical education, and challenges in promotion. Two reviewers independently screened articles and extracted data based on predefined inclusion and exclusion criteria, with a third reviewer resolving disagreements.

Results: From an initial 1206 records, six studies met the inclusion criteria. Thematic analysis revealed: (1) Interdisciplinary team-based teaching with variable integration of basic sciences and clinical medicine, exemplified by improved student satisfaction and exam performance in integrated modules; (2) Effectiveness of academic interventions, including tutoring and problem-based learning, which enhanced clinical reasoning and examination outcomes; (3) Challenges, such as insufficient curriculum integration, limited student engagement in clinical practice, and difficulties integrating surgical education, highlighting areas needing improvement.

Conclusion: This scoping review synthesizes current evidence on OSC, demonstrating its potential to enhance multidimensional competencies in healthcare professionals. Addressing identified design and implementation challenges will be crucial to optimizing OSC's impact and wider adoption.

Abstract Image

医学教育中以器官系统为基础的课程:范围综述。
背景:以器官系统为基础的课程(OSC)已成为医学教育的一种变革方法,逐渐取代传统的以学科为基础的教学。然而,现有文献对盐态碳的评价并不全面。方法:根据乔安娜布里格斯研究所(JBI)的范围审查指南,我们系统地检索了medline (PubMed)、Embase、ERIC、CINAHL和Web of science五个数据库,检索了2010年至2024年间发表的英文研究。我们旨在回答关于OSC实施策略、医学教育有效性和推广挑战的三个关键问题。两位审稿人根据预定义的纳入和排除标准独立筛选文章并提取数据,第三位审稿人解决分歧。结果:从最初的1206项记录中,有6项研究符合纳入标准。专题分析表明:(1)基础科学与临床医学的多元融合的跨学科团队教学,以整合模块的学生满意度和考试成绩提高为例;(2)学术干预的有效性,包括辅导和基于问题的学习,提高了临床推理和考试结果;(3)面临的挑战,如课程整合不足,学生临床实践参与度有限,外科教育整合困难等,突出需要改进的领域。结论:本综述综合了OSC的现有证据,证明了其提高医疗保健专业人员多维能力的潜力。解决已确定的设计和实现挑战对于优化OSC的影响和更广泛的采用至关重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Advances in Medical Education and Practice
Advances in Medical Education and Practice EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.10
自引率
10.00%
发文量
189
审稿时长
16 weeks
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