Abstract: Objective  To explore the application effect of the “organ system-based, disease-centric” multidisciplinary integrated teaching model in the teaching of cerebrovascular diseases for five-year clinical medicine undergraduate students.
Methods  Two classes of five-year clinical medicine undergraduate students of grade 2019 studying in Beijing Luhe Hospital, Capital Medical University from March to May 2023 were selected as the research objects. They were randomly divided into the experimental and control groups according to different teaching models. Both groups studied the chapter on cerebrovascular diseases. The control group was taught using the traditional teaching model, while the experimental group was taught using the “organ system-based, disease-centric” multidisciplinary integrated teaching model. The assessment indicators of teaching effect included students’ test scores, students’ evaluation of the classroom teaching quality, and the evaluation on the improvement of their ability. The teaching effect was evaluated after the completion of the teaching period.
Results  The theoretical assessment scores [(43.90±2.36) scores vs. (41.83±3.36) scores, P=0.008], practical assessment scores [(43.67±2.16) scores vs. (41.70±3.01) scores, P=0.005], and overall scores [(87.57±3.30) scores vs. (83.53±5.43) scores, P=0.001] of the experimental group were all higher than those of the control group. Additionally, the evaluation scores of the experimental group on the classroom teaching quality (including quality requirements and overall scores) and various dimensions of the improvement of their ability (such as classroom participation, cultivation of learning interest, expansion of clinical thinking, improvement of self-learning ability, and improvement of communication and teamwork skills) were higher than those of the control group. The differences were statistically significant (all P<0.05). 
Conclusions  The application of the “organ system-based, disease-centric” multidisciplinary integrated teaching model in the teaching of cerebrovascular diseases for five-year clinical medicine undergraduate students can improve their theoretical knowledge and clinical practice skills.

Key words: Multidisciplinary integration; Clinical medicine; Teaching model

摘要： 目的 探索“以器官系统为基础，以疾病为中心”多学科融合教学模式在五年制临床医学系本科生脑血管病教学中的应用效果。
方法 选取2023年3—5月在首都医科大学附属北京潞河医院在读的2019级五年制临床医学系本科生2个班级学生作为研究对象，依据教学模式的不同随机分为试验组与对照组。两组教授课程均为脑血管病章节，对照组采用传统教学大纲进行授课，试验组采用“以器官系统为基础，以疾病为中心”的新型多学科融合课程体系及多学科融合教学模式进行教学。教学效果评价指标包括学生的考核成绩、学生对课堂教学质量的评价以及对自身能力提高的评价，教学结束后对教学效果进行评价。 
结果 试验组学生理论考核成绩[（43.90±2.36）分 vs.（41.83±3.36）分，P=0.008]、实践考核成绩[（43.67±2.16）分 vs.（41.70±3.01）分，P=0.005]及总成绩[（87.57±3.30）分 vs.（83.53±5.43）分，P=0.001]均高于对照组；试验组学生对课堂教学质量的评价得分（如质量要求、总分）以及对自身能力提高的评价各维度（如课堂参与度、培养学习兴趣、拓展临床思维、提高自学能力、提升沟通及团队能力方面）得分均高于对照组，差异有统计学意义（均P<0.05）。
结论 “以器官系统为基础，以疾病为中心”多学科融合教学模式应用于五年制临床医学系本科生脑血管病教学中，可提高学生的理论水平及临床实践能力。

关键词: 多学科融合；临床医学；教学模式