From August 11 to 31 2019, HUM’s 16 teachers successfully completed the 3-week training programentitled Curriculum integration and reform in medical education, which wasrun at Tulane University School of Medicine by the Department of Structural and Cellular Biology. The main contents of this training include workshops on themedical curriculum integration based on organ system, methods to achieve horizontal and vertical integration, lectures on advanced multiple medical educational methodologies and practices on lectures’ content, observations of classroom and laboratory teaching of basic and clinical courses, course evaluation system reform, medical education seminars and practical English communication skills etc.
During the 21 daystraining, Prof. Chayan Chakraborti of Tulane University systematically expounded the medical teaching methods, objectives and evaluation, and made a introductionto current situation of medical education in the United States and various medical teaching methods featured at Tulane medical school. Professors from TulaneUniversity presented a large number of lectures themed on assessment andevaluation in medical education, and various teaching strategies such as conceptmapping, CBL in Physiology and its horizontal integration into 1st year medicalcurriculum, the application of PBL and TBL in different courses, flipped classroom in Biochemistry and so on. Dr. Xu Lu systematically explained the different types of medical curriculum integration, and took thebasic medical integration of Tulane University as an example to describe theadvantages and disadvantages, steps and difficulties of medical curriculum integration, especially the significance of self-directed learning (SDL) in medical education. The trainees were also inspired by the pre-clinicalmedical curriculum design on the cultivation of effective communication ability, lifelong learning habits, professional ethics and professionalism etc.
Besides, the participants visited the Standardized Patient Center, Simulation Training Centerand the TBL Teaching Center at Tulane medical school, observed into largeclasses on the heart structure and function, and gonadal development, as wellas in the small group-based teaching of cardiac physiology.
All participants showedstrong interests in the newly obtained teaching strategies with in-depthdiscussion, expressed their great benefit from the training andstrong desire to carry them out in the future teaching practice.