聘任仪式现场。王哲谦/摄 认知科学研究中心以心理学、生命科学、计算机科学、神经科学等多学科交叉为支撑，组建高水平研究团队，围 绕脑智发育规律、认知功能建模、心理健康干预、神经调控技术研发等前沿方向展开联合攻关。中心将构建"基础 研究—技术攻关—临床转化"一体化创新链条，为儿童青少年脑发育监测、老年认知障碍预防、心理健康服务体系 建设等提供科学支撑与技术解决方案。 两大研究中心聘任的学术委员会涵盖国内外科学教育、心理学、人工智能、神经科学等领域的知名专家学者。安 徽师范大学党委副书记、校长熊宇杰表示，两大中心的成立是安徽师范大学优化学科布局、提升核心竞争力的关 键举措。学校将充分发挥师范教育传统优势与多学科交叉特色，为中心配备一流的科研平台与人才保障体系，支 持中心开展跨学科、跨单位协同创新。 聘任仪式现场。王哲谦/摄 科学教育研究中心将重点聚焦科学课程与教学创新、科普资源数字化开发、数智技术与科学教育深度融合三大核 心方向。通过整合校内物理学、化学、生物学等理科优势学科资源，破解科学教育"碎片化"难题，打造区域科学 教育资源共享平台与师资培训基地，着力培养一批兼具扎实学科功底、未来教育视野与创新教学能力的卓越 ...

人民财讯12月25日电，据湖南日报，近日，湖南省人民政府与自然资源部共建湖南科技大学战略合作落 地。作为共建主体，湖南科技大学明确了五大发力方向：以"智能制造+自然资源""生态+自然资源"等多 学科交叉为引领，全面推进特色一流大学建设；加强与中国地质科学院、中国测绘科学研究院等合作， 共同申报博士学位授权点、培育创建国家级科技创新平台；全面推进自然资源人才培养高地建设，积极 推动自然资源领域的校地双向挂职锻炼，构建一流本科专业群，每年为自然资源部干部网络学习平台提 供3—8门次综合学科课程；围绕资源安全、生态保护、数字赋能建设，强化自然资源科技协同攻关，破 解行业发展瓶颈；整合多学科资源打造多维度、开放式自然资源领域高校智库，加强与行业智库联盟合 作，为自然资源部门科学决策提供支撑。据悉，该协议有效期至2030年12月31日。 ...

Group 1 - The core theme of the Nishan World Civilization Forum is to enhance dialogue and understanding among different civilizations, promoting harmonious coexistence and avoiding historical mistakes [1][2] - The forum has evolved from a small academic gathering to a significant international event, with participation increasing from under a hundred to nearly a thousand attendees, showcasing its growing authority and influence [2] - The forum addresses major global issues, expanding its topics from humanities to contemporary issues like AI ethics, thereby enhancing its relevance and engagement [2][3] Group 2 - The 11th Nishan World Civilization Forum introduced innovative organizational methods, including seven parallel forums that focused on diverse themes such as cultural heritage and financial culture, enriching the academic dialogue [3] - The forum emphasizes interdisciplinary collaboration, integrating social sciences and natural sciences into discussions, which has become a focal point of academic interest [3] - The inaugural "Nishan Cup" youth debate highlighted the engagement of young scholars in interpreting traditional Chinese culture and their independent thoughts on global civilization dialogue, reflecting a modern societal need [4][5]

以下文章来源于健闻咨询 ，作者健闻研究 健闻咨询 . 医疗行业跨界洞察 4年非医学专业教育，4年医学教育 ——协和于2018年开启了一项医学教育改革，招揽海内外本科非医学专业毕业生，攻读临床医学博士学位。 所谓"特殊"，是因为在我国想成为一名临床医生，常规路径是高考填报医学院，攻读临床五年制 （本科） 、临床"5+3"一体化 （本硕连读） 或者临 床八年制 （本博连读） 专业，方有资格参加执业医师考试。 这意味着，如果本科不学临床医学，基本与医生职业无缘了。而"4+4"模式，相当于重启了申请者的生涯规划；这种机遇，在中国传统的医学教育 中，几乎不存在。 "4+4"是一个新机会，但是不是一个好机会？ 作为这场医学教育改革亲历者的学生们，其岗位胜任力与临床八年制毕业生是否有显著差异？作为需求方的医疗机构，对这个学制的培养成果有什么 期待和感受？其多学科背景距离复合型人才还有多少距离？ 毕业典礼3个月后，协和"4+4"试点班首届17位毕业生已全部进入三甲医院，开始了为期3年的临床博后 （含规培） 生活；而"4+4"项目设计者们作为 这场医学教育改革实验的研究者，也在反思和探讨课程改进的细节，并对"4+4"学生毕业后 ...

Core Viewpoint - The "4+4" clinical medicine training model initiated by Peking Union Medical College represents a significant reform in medical education in China, allowing non-medical undergraduates to pursue a clinical medicine doctorate, thus providing new career opportunities for those who previously had limited access to the medical profession [2][3][5]. Group 1: Overview of the "4+4" Model - The "4+4" model consists of four years of non-medical undergraduate education followed by four years of medical training, which was launched in 2018 and has attracted over 150 students [2][3]. - This model is unique in China, as traditional pathways to becoming a physician typically require a medical undergraduate degree, making the "4+4" model a rare opportunity for non-medical graduates [3][6]. - Other institutions, such as Shanghai Jiao Tong University and Zhejiang University, have also explored similar "4+4" models, but they face skepticism and challenges [3][4]. Group 2: Student Experience and Challenges - Students in the "4+4" program face significant academic pressure, with a demanding curriculum that includes frequent assessments and a rigorous study schedule [17][18]. - The program requires students to complete a series of prerequisite courses and volunteer hours before admission, indicating a high entry barrier [14][15]. - Despite the challenges, students express a strong passion for medicine, viewing the "4+4" program as a pivotal career shift [5][16]. Group 3: Employment Outcomes and Market Perception - Graduates from the "4+4" program have primarily secured positions in top-tier hospitals, with no significant difference in employment outcomes compared to traditional eight-year medical graduates [27][28]. - The geographical differences in employment preferences highlight that northern hospitals prioritize clinical skills, while those in the Jiangsu-Zhejiang region value research capabilities [30]. - The "4+4" model aims to cultivate high-level medical talents who can compete internationally, but graduates face pressure to produce research outcomes to enhance their employability [31][32]. Group 4: Educational Outcomes and Future Directions - The "4+4" program has shown promising results, with no significant academic performance differences between students from diverse backgrounds [47]. - The program's design incorporates research training throughout the curriculum, aiming to develop students' capabilities in medical science [35][36]. - There is an ongoing discussion about the need for a more integrated approach to multi-disciplinary training, suggesting that true interdisciplinary innovation may require further education beyond the "4+4" framework [50][51].