探究器官系统整合课教学模式在临床医学八学制专业学生神经系统见习中的应用效果。

选择2022—2023年在北京大学第三医院进行器官系统整合课学习的29名临床医学八年制学生为研究对象，采用调查问卷形式对见习前后学生学习效果和学习主动性、课程设置和需求以及教学满意度调查3个方面进行调查并统计数据。采用配对样本t检验比较见习前后数据的差异，采用χ²检验比较有无预习习惯组学生的数据差异。

在学习效果方面，通过见习教学，学生对知识掌握程度明显提高，对比见习前的13.79%，见习后有66.67%的学生认为对理论知识及查体手法掌握较好，其中理论知识和查体手法在见习前后的掌握率比较（38.79%±3.78% vs 76.67%±1.74%；20.98%±1.82% vs 88.06%±1.12%），差异均具有统计学意义（t=9.931、27.680，P均<0.001）。通过临床见习，学生的学习兴趣均有所提高，36.67%表示很感兴趣，另53.33%表示感兴趣。在学习主动性方面，有预习习惯学生（n=17）对查体知识的掌握程度较无预习习惯学生（n=12）好（35.3% vs 25.0%），但差异无统计学意义（χ²=0.353，P=0.694）。在课程设置和需求调查中，教师引导（62.07%）仍然具有重要地位。在满意度调查方面，学生对神经系统查体见习教师的教学质量和课程设置给予了肯定的评价。

神经系统查体见习系统整合课教学模式提高了学生对理论知识和查体手法的掌握程度，鼓励学生主动学习。该模式加深了临床与基础的交叉融合，在实践中还需进一步优化教学方法。

To explore the application of the organ-system-based integrated teaching model on clerkship rotation of nervous system for eight-year program medical students.

From 2022 to 2023, 29 medical students of eight-year program at Peking University Third Hospital were enrolled in this study. Questionnaires contained items about effects of learning and students' learning habits, curriculum requirements and satisfaction with teaching were investigated before and after the clerkship rotation. The paired sample t-test and chi-square test were used to compare between groups.

Compared with 13.79% prior to clerkship, 66.67% of students reported a better grasp of physical examination skills. There were statistically significant differences in the rates of theoretical and practical knowledge before and after practice (38.79%±3.78% vs 76.67%±1.74%, t=9.931, P<0.001; 20.98%±1.82% vs 88.06%±1.12%, t=27.680, P<0.001). After clinical clerkship, the students' interest in neurological learning has improved, with 36.67% expressing they were "very interested" and 53.33% "interested". Students with the habit of preparation showed a better mastery (n=17) than those without the habit of preparation (n=12) (35.3% vs 25.0%, no statistically significant difference, χ²=0.353, P=0.694). In the survey of curriculum requirements, teacher guidance (62.07%) still plays an important role. In the survey of satisfaction, the students gave a positive evaluation.

The organ-system-based curriculum teaching mode improves students' mastery of theoretical knowledge and physical examination techniques, motivates students' enthusiasm of learning, and facilitates the students' mastery of basic and clinical knowledge. In practice, it is necessary to further optimize the teaching methods.