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.