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已发表论文
基于器官系统的医学教育课程：一项范围综述
Authors Xia L , Jiang B, Zhang J, Yang K, Zhang Q, Zhu PY
Received 18 June 2025
Accepted for publication 27 August 2025
Published 13 September 2025 Volume 2025:16 Pages 1675—1681
DOI https://doi.org/10.2147/AMEP.S548097
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 2
Editor who approved publication: Dr Sateesh B Arja
Long Xia,1 Binglei Jiang,2 Jie Zhang,3 Kun Yang,3 Qiang Zhang,1 Ping-Yu Zhu1
1Department of Urology, Affiliated Hospital of North Sichuan Medical College, Nanchong, Sichuan, People’s Republic of China; 2Department of Ultrasound, Affiliated Hospital of North Sichuan Medical College, Nanchong, Sichuan, People’s Republic of China; 3Department of Nephrology, Affiliated Hospital of North Sichuan Medical College, Nanchong, Sichuan, People’s Republic of China
Correspondence: Ping-Yu Zhu, Email zhupingyu@nsmc.edu.cn
Background: The Organ-System-Based Curriculum (OSC) has emerged as a transformative approach to medical education, gradually replacing traditional subject-based teaching. However, the existing literature on OSC has not been comprehensively evaluated.
Methods: Following the Joanna Briggs Institute (JBI) guidelines for scoping reviews, we systematically searched five databases—Medline (PubMed), Embase, ERIC, CINAHL, and Web of Science—for studies published in English between 2010 and 2024. We aimed to answer three key questions regarding OSC implementation strategies, effectiveness in medical education, and challenges in promotion. Two reviewers independently screened articles and extracted data based on predefined inclusion and exclusion criteria, with a third reviewer resolving disagreements.
Results: From an initial 1206 records, six studies met the inclusion criteria. Thematic analysis revealed: (1) Interdisciplinary team-based teaching with variable integration of basic sciences and clinical medicine, exemplified by improved student satisfaction and exam performance in integrated modules; (2) Effectiveness of academic interventions, including tutoring and problem-based learning, which enhanced clinical reasoning and examination outcomes; (3) Challenges, such as insufficient curriculum integration, limited student engagement in clinical practice, and difficulties integrating surgical education, highlighting areas needing improvement.
Conclusion: This scoping review synthesizes current evidence on OSC, demonstrating its potential to enhance multidimensional competencies in healthcare professionals. Addressing identified design and implementation challenges will be crucial to optimizing OSC’s impact and wider adoption.
Keywords: organ-system-based curriculum, medical education, undergraduate education
1Department of Urology, Affiliated Hospital of North Sichuan Medical College, Nanchong, Sichuan, People’s Republic of China; 2Department of Ultrasound, Affiliated Hospital of North Sichuan Medical College, Nanchong, Sichuan, People’s Republic of China; 3Department of Nephrology, Affiliated Hospital of North Sichuan Medical College, Nanchong, Sichuan, People’s Republic of China
Correspondence: Ping-Yu Zhu, Email zhupingyu@nsmc.edu.cn
Background: The Organ-System-Based Curriculum (OSC) has emerged as a transformative approach to medical education, gradually replacing traditional subject-based teaching. However, the existing literature on OSC has not been comprehensively evaluated.
Methods: Following the Joanna Briggs Institute (JBI) guidelines for scoping reviews, we systematically searched five databases—Medline (PubMed), Embase, ERIC, CINAHL, and Web of Science—for studies published in English between 2010 and 2024. We aimed to answer three key questions regarding OSC implementation strategies, effectiveness in medical education, and challenges in promotion. Two reviewers independently screened articles and extracted data based on predefined inclusion and exclusion criteria, with a third reviewer resolving disagreements.
Results: From an initial 1206 records, six studies met the inclusion criteria. Thematic analysis revealed: (1) Interdisciplinary team-based teaching with variable integration of basic sciences and clinical medicine, exemplified by improved student satisfaction and exam performance in integrated modules; (2) Effectiveness of academic interventions, including tutoring and problem-based learning, which enhanced clinical reasoning and examination outcomes; (3) Challenges, such as insufficient curriculum integration, limited student engagement in clinical practice, and difficulties integrating surgical education, highlighting areas needing improvement.
Conclusion: This scoping review synthesizes current evidence on OSC, demonstrating its potential to enhance multidimensional competencies in healthcare professionals. Addressing identified design and implementation challenges will be crucial to optimizing OSC’s impact and wider adoption.
Keywords: organ-system-based curriculum, medical education, undergraduate education