Physiology is a critical subject that bridges basic and clinical medicine. The reform of physiology education is crucial to improving the quality of teaching and supporting student learning; however, there is a lack of comprehensive data documenting the current state of physiology education in medical programs in China. This study conducted an online survey among experienced teachers from the top 100 medical schools in the Chinese mainland in 2022. A total of 89 valid questionnaires were included in this study. In 57.3% of the surveyed medical schools, 70% of the physiology teachers have a Ph.D. degree, while the number of faculty members with a medical background has tended to decrease in 53.9% of the surveyed medical schools. Of the 89 medical schools, 62 have implemented physiology course integration, with 69.4% of the respondents believing that curriculum integration could enhance students' knowledge acquisition and application. The lecture hours per term are 50-70 and 71-90 in 49.4% and 42.7% of the 89 medical schools, respectively. The ratio of course duration of lecture to laboratory was 2:1 in 47.2% of the surveyed medical schools, while the ratio was between 1:1 and 2:1 in 47.2% of the surveyed medical schools, and only 5.6% of medical schools opted for a 1:1 course arrangement. For teaching methods, about 60% of medical schools used problem-based learning, case-based learning, and task-based learning (PBL/CBL/TBL) for clinical medicine students only, and 25.4% of medical schools applied PBL/CBL/TBL to all students. This study is conducive to promoting dialogue and communication among physiology teachers, administrators, and researchers.NEW & NOTEWORTHY This study conducted a nationwide survey of the top 100 medical schools in the Chinese mainland in 2022 to provide first-hand data on the current situation and changes in physiology education and teaching in the Chinese mainland with focuses on the faculty composition, curriculum integration, teaching methods, and assessment modes, which is a microcosm of the reform and development of the medical education in the Chinese mainland, hoping to improve the quality of preclinical medical education.
Keywords: blended teaching; curriculum integration; formative evaluation; medical schools; teaching staff.