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Purpose: To explore the innovation of teaching methods in digestive system courses and its application effect in the context of curriculum integration. Methods: 60 undergraduate majors of digestive system diseases in the class of 2023 (orientation) of our hospital were divided into 30 students each in the general class and the experimental class using the random grouping method. The general class adopted the case-based learning (CBL) teaching mode, and the experimental class adopted the integrated course mode of CBL + “organ-systems-based curriculum” (OSBC). The teaching effects of the two classes were compared through basic theory and clinical five-station examination. Results: The differences in the basic theory scores and excellence rates of the students in the experimental class were significant (P 0.05); and the differences in the scores of the clinical questioning, case writing, auxiliary examination, and oral examination of the two classes were statistically significant (P < 0.05). Conclusion: The teaching method based on CBL + OSBC integrated course is effective in the teaching reform of the digestive system course and has popularization value.
Feng et al. (2024) studied this question.