Core Viewpoint - The "4+4" clinical medical education model, originating in North America, aims to cultivate interdisciplinary talents in medicine, differing from traditional eight-year training models. This model has sparked discussions regarding the clinical capabilities of graduates from humanities and social sciences backgrounds [2][3][4]. Group 1: Overview of the "4+4" Model - The "4+4" model consists of four years of undergraduate education followed by four years of medical training, leading to a Doctor of Medicine (MD) degree [1][4]. - This model allows any undergraduate with a bachelor's degree to apply for medical school, although admission standards are highly competitive [5][6]. - The model has been implemented in a limited number of top medical schools in China since 2002, including Shanghai Jiao Tong University and Peking Union Medical College [16][18]. Group 2: Curriculum and Training - The curriculum is designed to integrate basic and clinical courses, with a focus on competency-based training [22][23]. - The first year emphasizes foundational knowledge through integrated modules, while the second year focuses on clinical core modules [23]. - Clinical practice occurs in the third and fourth years, with opportunities for elective modules in specialized areas [23][24]. Group 3: Admission Requirements - Applicants must complete specific prerequisite courses in biology, chemistry, and mathematics, along with a minimum number of volunteer service hours in healthcare settings [20][21]. - The admissions process includes a standardized medical college admission test (MCAT) and interviews conducted by individual medical schools [9][11]. Group 4: Evaluation and Outcomes - Research indicates that students in the "4+4" program perform similarly to those in traditional eight-year programs in terms of academic scores, but may lag in clinical skills and research output [32]. - Students report challenges in balancing academic demands with clinical practice, leading to concerns about their preparedness for professional roles [33][34]. - The program aims to address the complexities of medical education in China, where multiple training pathways exist, often leading to unclear educational objectives and evaluation standards [39][41].