Organ-System-Based Curriculum in Medical Education: A Scoping Review

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.

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.

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.

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.