器官系统整合教学背景下医学本科教育期末理论考试所面临的挑战及思考

为解决器官系统整合教学背景下期末理论考试所面临的问题，此文分析了整合教学模式对医学本科教育期末理论考试提出的挑战和需求，指出传统医学理论考题以记忆为主、一题一点、缺乏多学科知识融合的模式不能满足新需求。通过对美国执业医师考试（United States Medical Licensing Examination，USMLE）理论考题的分析，总结了适合整合教学的期末理论考题的特点，提出可通过直接翻译加工、采用“题模”技术、通过对知识点的梳理分类编写新题目等方法开发适合中国医学本科教育的器官系统整合课程的期末理论考题。对器官系统整合教学背景下期末理论考试的改革，有助于推动整合教学宗旨和目标的实现。

Challenges and reflections on the final theoretical examination of Chinese undergraduate medical education in the context of organ-system based integrated curriculum

In order to solve the problems faced by final theoretical examination in the context of organ-system based integrated curriculum, this article analyzes the challenges and demands placed on the final theoretical examination of organ-system based integrated curriculum in undergraduate medical education, and it is pointed out that traditional medical theoretical examinations cannot meet these new demands since they are mainly memorized questions with one knowledge point for each question, as well as a lack of multidisciplinary knowledge fusion. By analyzing the questions in the United States Medical Licensing Examination (USMLE) test, this article summarizes the features of final theoretical examination suitable for organ-system based integrated curriculum and proposes that the final theoretical examination of organ-system based integrated curriculum suitable for Chinese undergraduate medical education can be developed through the translation of USMLE test, item modeling technique, or writing new tests based on the classification of knowledge points. The reform of final theoretical examination in the context of organ-system based integrated curriculum may help to realize the aim and objective of integrated teaching.