【摘要】 目的：评估“早临床”结合“以器官系统为中心”的医学整合教学模式在临床医学专业理论课程教学中的作用。方法：以A小班作为实验组，采用“早临床”结合“以器官系统为中心”的医学整合教学模式；B小班作为对照组，采用传统教学模式。以《细胞生物学》《实验诊断学》两门课程的期末考试成绩及学生问卷调查评估教学效果；并采用两独立样本t检验对收集到的数据进行统计分析。结果：在评估《细胞生物学》教学效果中，与对照组相比，实验组期末考试的客观题成绩提高不明显，主观题的成绩提升有统计学意义(P<0.05);在评估《实验诊断学》教学效果中，与对照组相比，客观题的成绩提升(P<0.05)和主观题的成绩提升(P<0.01)均有统计学意义，且实验组的主观题分数提升的程度高于客观题。在问卷调查中，77.78%的实验组同学认为“早临床”结合“以器官系统为中心”的医学整合教学模式在理论知识学习、临床素质培养及职业规划上起到正向积极作用。结论：“早临床”结合“以器官系统为中心”的医学整合教学模式在提升医学课程教学质量、更有效地帮助学生巩固教学知识点，调动学生学习自主性与积极性以及培养学生良好的临床素养和未来职业规划能力等多方面相较于传统医学课程教学模式具有明显的优势，是未来医学教学改革的重要方向之一。更多还原

【Abstract】 Objective To evaluate the role of "early clinical training" combined with "organ system-centered" integrated medical teaching system in the teaching of clinical medicine professional theory courses. Methods Taking class A as the experimental group, the medical integrated teaching mode of "early clinical training" combined with "organ system-centered" was adopted. And Class B was taken as the control group, which adopted the traditional teaching mode. The results of the final exam of Cell Biology and Experimental Diagnostics and the questionnaire survey were used to evaluate the teaching effect, which were statistically analyzed by the t-test of two independent samples. Results In the course of Cell Biology, compared with the control group, the experimental group had no obvious improvement in the score of objective questions in the final exam, but the improvement of the score of subjective questions was significant(P<0.05). In the course of Experimental Diagnostics, compared with the control group, the improvement was significant both in the scores of objective questions(P<0.05) and subjective questions(P<0.01), and the improvement of the scores of subjective questions in the experimental group was higher than that of objective questions. In the questionnaire survey, 77.78% of the students in the experimental group believed that the integrated medical teaching mode of "early clinical practice" combined with "organ system-centered" played a positive role in theoretical knowledge learning, clinical quality training and career planning. Conclusion The combination of "early clinical training" and the "organ system-centered" integrated medical teaching system has achieved more significant advantages compared with traditional medical teaching mode in improving the teaching quality of medical courses, helping students to consolidate teaching knowledge points more effectively, mobilizing students’ learning autonomy and enthusiasm, and cultivating students’ good clinical literacy and future career planning ability, which should be one of the important directions of medical teaching reform in the future.更多还原