Core Viewpoint - The recent controversy surrounding the "4+4" medical education program at Peking Union Medical College has sparked widespread public discussion regarding its admission standards and the quality of training provided to students [1][2][3] Group 1: Admission Standards and Process - The "4+4" program aims to cultivate innovative medical talents with multidisciplinary backgrounds, breaking away from traditional biology-based medical education [2] - The first cohort of 16 students included graduates from prestigious institutions such as Peking University and Tsinghua University, with diverse academic backgrounds [2] - Concerns have been raised about the clarity and rigor of the admission standards, particularly regarding the qualifications of students like Dong, who graduated from Barnard College [2][3] Group 2: Quality of Training and Clinical Competence - There is a public trust crisis regarding the quality of training and clinical abilities of graduates from the "4+4" program, with comparisons made to international standards such as those of Johns Hopkins University [3] - The lack of transparency in assessment criteria and absence of third-party oversight have led to skepticism about the program's ability to produce competent medical professionals [3] - The phenomenon of employers favoring younger graduates over those with more extensive clinical experience raises concerns about the potential for misdiagnosis and inadequate patient care in the future [3]

资料图。本文来源：南方都市报 侯婧婧 争议中的协和"4+4"项目：同校生称学制更短或成就业 优势 近日，中日友好医院胸外科副主任医师肖某被实名举报事件，持续成为焦点话题。院方通报提到， 经核查，举报材料反映的肖某个人问题基本属实。而举报信中提到的肖某出轨对象董某某，更因其 通过北京协和医学院临床医学专业"4+4"试点班取得医学博士学位的受教育经历，引发公众对这一 培养模式进一步的关切。 南都记者了解到，协和"4+4"项目是由中国工程院院士、北京协和医学院校长王辰亲自推动，体 现"纳多学科背景者、纳爱医者、纳天下贤才学医行医传医"的医学教育选才理念。其生源及培养方 案，与该校历史悠久的八年制临床医学教育有所区别。 一名毕业于协和医学院的医学博士告诉南都记者，相较于更普遍的"5+3+3"学制，这种模式下的医 学生培养年限大幅缩短，学生如果按培养方案完成所有学习计划、临床实习和科研论文要求，"确 实会很艰苦"。尽管校方介绍，该试点班在培养过程中会进行考核，严格分流，但据其回忆，近几 年未曾听闻有"4+4"试点班的学生被淘汰。他们正式毕业时，还能普遍比正常年限培养的医学博士 年轻几岁，受到一些用人单位的青睐。尤其从留 ...

Core Viewpoint - The case of Dr. Dong, a medical resident involved in a controversy at the China-Japan Friendship Hospital, raises questions about the medical education model in China and the integrity of academic research in the medical field [1][7][8] Group 1: Medical Education Model - The Peking Union Medical College (PUMC) initiated a new eight-year (4+4) medical education pilot program in 2018, aimed at attracting non-medical graduates to pursue medical careers [2] - This program allows students who may not have initially considered a medical career to transition into the field, as exemplified by Dr. Dong's shift from economics to medicine [2][6] - The curriculum includes a restructured approach to basic medical education, integrating clinical practice with core courses from the second year onward [6] Group 2: Academic Achievements - Dr. Dong has co-authored 11 interdisciplinary papers within three years, with a significant number published before her graduation [3][6] - Her research spans various fields, including orthopedics, urology, and materials science, showcasing a broad academic involvement [3][5] - Notably, Dr. Dong contributed to three parts of a clinical practice guideline on bladder cancer, indicating her active role in significant research projects [4][5] Group 3: Concerns and Criticism - The rapid production of academic papers by Dr. Dong has led to skepticism regarding the stability and integrity of research participation among medical trainees [7] - Experts have raised concerns about the appropriateness of including medical residents in research projects outside their specialty, suggesting potential academic misconduct [7][8] - The case highlights the need for maintaining academic standards and ethical practices in medical education and research, emphasizing the importance of rigorous oversight [8]

Core Viewpoint - The "4+4" medical education model, initiated by Peking Union Medical College in 2018, aims to reform the training of clinical medicine doctors by integrating diverse academic backgrounds and shortening the training period to eight years, raising concerns about the quality of medical graduates and their clinical competencies [1][6][10]. Group 1: Overview of the "4+4" Model - The "4+4" program allows students to complete four years of non-medical education followed by four years of medical training, targeting high-achieving students from various disciplines [6][9]. - The program has been adopted by other institutions such as Shanghai Jiao Tong University and Zhejiang University, indicating a broader trend in medical education reform in China [4][8]. - The model is designed to align with international medical education standards and aims to attract talented individuals with diverse academic backgrounds [9][10]. Group 2: Concerns and Criticisms - There are widespread concerns regarding the clinical competence of graduates from the "4+4" program, particularly in comparison to traditional eight-year training models, which provide more extensive clinical exposure [10][11][16]. - Critics argue that the compressed training timeline may lead to insufficient foundational knowledge and clinical experience, potentially impacting future performance in medical practice [11][16][17]. - The integration of a robust residency training system is deemed essential to ensure that graduates can effectively transition into clinical roles [16][17]. Group 3: Admission and Training Process - Admission to the "4+4" program requires rigorous academic qualifications, including a strong foundation in sciences and relevant volunteer experience in healthcare settings [14][15]. - The program emphasizes early clinical exposure, mentorship, and research training to enhance students' clinical skills and professional development [7][15]. - Continuous assessment and a strict selection process are implemented to ensure that only qualified candidates progress through the program [15].

2025.04. 29 本文字数：1178，阅读时长大约2分钟 作者 | 第一财经 钱童心 近日，因中日友好医院规培生被曝从经济系"半路出家"当上外科医生，引发了公众对于"4+4"医学 生培养模式的关注。 对此，一位了解国内医学生培养模式的专家对第一财经记者表示："'4+4'原本是一个非常好的模式， 在这次事件中被公众误读了。" 美国的医学教育体系极为严格和规范，虽然允许"半路出家"的学生转行学医，但仍要经过层层严格筛 选，在4年本科和4年医学院学习结业获得MD（医学博士）学位后，还要经历严格的"淘汰赛"，才能 取得医师执照，成为一名医生。通常毕业后的住院医师培训（Residency）时长在3到7年不等，完成 培训后可成为专科主治医师（Attending Physician），或在学术机构兼顾科研与教学。 还有网友质疑称，协和"4+4"学生来自于地质学、经济学等不同领域，仅靠4年的医学院学习和一年 的规范化培训就能拿起"柳叶刀"，不符合常理。 正在美国接受住院医师培训的医学生Albert告诉第一财经记者，他大学本科毕业于西北大学金融专 业，后来先后在美国两家头部银行工作了三年，忽然对医学萌发兴趣，于是辞去银行 ...

Core Viewpoint - The "4+4" medical training model in China, originally designed to cultivate academic leaders through rigorous examination, has come under scrutiny due to recent controversies regarding the qualifications of graduates from this program [1][2][4]. Group 1: Background of the "4+4" Model - The "4+4" model aims to train interdisciplinary medical professionals and is inspired by the American medical education system, which allows for career transitions into medicine [4]. - The model is most notably implemented at Peking Union Medical College and Shanghai Jiao Tong University, providing a pathway for students from various academic backgrounds to enter the medical field [4]. Group 2: Public Concerns and Misunderstandings - Public discourse has equated "4+4" trainees with "special training" students, raising concerns about fairness in hospital recruitment practices [2]. - Critics argue that the shortened training period may lead to inadequately prepared doctors, questioning the competency of those who transition from non-medical fields [4][5]. Group 3: Expert Opinions - Experts assert that all medical graduates, regardless of their training model, must undergo standardized residency training and pass licensing exams before practicing medicine [4]. - A notable expert emphasized that the "4+4" model's intention is to foster academic leaders, and it should not devolve into a tool for privilege [2][4]. Group 4: Comparison with U.S. Medical Training - The U.S. medical education system is characterized by strict standards, requiring extensive training and examinations before one can practice medicine, contrasting with the concerns raised about the "4+4" model [4][5]. - An example of a successful transition into medicine from a non-medical background is provided by a medical student who shifted from a finance career to medical school in the U.S., highlighting the rigorous training he underwent [5].

Core Viewpoint - The emergence of the "4+4" medical training model in China has sparked public concern regarding the fairness and quality of training for medical professionals, especially following a scandal involving a physician from this program [1][2]. Group 1: Overview of the "4+4" Model - The "4+4" model consists of 4 years of non-medical education followed by 4 years of medical education, allowing students without a medical background to become doctors [1]. - Institutions like Peking Union Medical College, Shanghai Jiao Tong University School of Medicine, and Zhejiang University School of Medicine have adopted this model, with the first cohort graduating in 2023 [1]. Group 2: Concerns and Criticisms - There are significant concerns about the transparency of the admissions process, as the model allows for a wide range of non-medical backgrounds, including engineering, economics, and foreign languages, raising questions about fairness and potential favoritism [2]. - The compressed timeline of 4 years for medical training raises doubts about the adequacy of the education and clinical experience compared to traditional models that require 8 years or more [2][3]. Group 3: Psychological Impact on Traditional Medical Students - The "4+4" model may create psychological challenges for students trained under traditional models, as they may feel disadvantaged by the shorter path to obtaining a medical degree [3]. - The potential advantages of cross-disciplinary backgrounds in the job market could further exacerbate feelings of inadequacy among traditional medical graduates [3]. Group 4: Need for Caution and Evaluation - The implementation of the "4+4" model requires careful consideration and ongoing evaluation to ensure that it does not compromise medical safety and education quality [3]. - Balancing diverse educational backgrounds with essential medical training is crucial to avoid undermining the competencies of future medical professionals [3].

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 ...

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].