近年来，国内部分高校推行的"4+4"医学生培养模式，是效仿美国医学教育推出的模式，指的是4年非医学专业教育加4年医学教育。这种模式允许 已经有4年非医学专业的本科毕业生，通过4年医学博士课程和规培教育，直接晋升为执业医生，从而大幅缩短非医学背景学生成为医生的时间，绕 过了传统医学生需经历的8年医学教育。 在美国，报考医学院的考生须完成4年大学本科学习（一般为理工科）且修过医学预科教育课程，通过医学院入学考试（MCAT）后，再接受4年制 医学院教育，成绩合格者直接授予医学博士学位。博士的学习课程与医师执照考试挂钩，学生在前2年学习医学基础课，结束后参加执照考试的第 一部分；后2年进入教学医院，临床课程、见习和实习结合在一起，结束后参加执照考试的第二部分，合格后可申请住院医师资格。 根据我国传统的医学生培养模式，需要攻读临床五年制（本科）、临床"5+3"一体化（本硕连读）或者临床八年制（本博连读），方有资格参加执 业医师考试，并最终站上手术台。而"4+4"模式，相当于重启了申请者的生涯规划。 公开信息显示，2018年，为培养多学科背景高层次拔尖创新医学人才，协和医学院仿照国外"4+4"临床医学教育模式，启动了临床 ...

Core Viewpoint - The "4+4" clinical medicine training model in China allows students from non-medical backgrounds to pursue a medical doctorate, showing potential for diverse academic backgrounds in medical education [11][18]. Group 1: Training Model Overview - The traditional Chinese model is "5+3" (5 years undergraduate and 3 years graduate), while the North American model is "4+4" (4 years undergraduate followed by 4 years of medical education) [11]. - Institutions like Peking Union Medical College and Shanghai Jiao Tong University have initiated the "4+4" model, with the first cohort graduating in 2023 [11][9]. Group 2: Academic Performance - Research indicates no significant difference in academic scores between "4+4" students and traditional 8-year students, although clinical skills and research output are slightly lower for "4+4" students [3][4]. - In a comparison of unified assessment scores, "4+4" students showed no significant differences in three subjects compared to 8-year students [7]. Group 3: Clinical Skills and Employment - The pass rate for the 2024 medical licensing exam was 95.2% for "4+4" students, compared to 98.5% for 8-year students [8]. - Employment rates for "4+4" graduates were 100% and 95.7% for the 2023 and 2024 cohorts, respectively, while 8-year students had rates of 97.4% and 97.1% [9]. Group 4: Research and Innovation - "4+4" students have lower research output and innovation capabilities compared to their 8-year counterparts, attributed to the shorter duration of their training [10][19]. - A study found that "4+4" graduates had no differences in clinical competencies but showed lower research innovation abilities due to limited time for research training [10]. Group 5: Admission Criteria and Diversity - The "4+4" program accepts students from various academic backgrounds, including science, engineering, and humanities, provided they graduate from top-ranked universities [11][14]. - The majority of "4+4" students have backgrounds in biological sciences, with 87.8% coming from science disciplines [11]. Group 6: Future Directions - The "4+4" model aims to integrate clinical and research training earlier in the education process, contrasting with the North American approach where clinical skills are emphasized post-graduation [20]. - The development of a "4+4+X" model is underway, which includes a PhD phase, aiming to enhance interdisciplinary training [18].

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].