医学教育

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专家称“4+4”初衷是培养医学领袖:有严格考试,不是“特权”工具
Di Yi Cai Jing· 2025-04-30 05:08
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].
“4+4”医学博士,也需确保招生公平和培养质量
Xin Jing Bao· 2025-04-30 00:03
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].
协和“4+4”速成班,靠谱么?
虎嗅APP· 2025-04-29 23:56
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 ...
“4+4”医学生培养模式引争议,专家:4年学出来的医生大多都看不了病
第一财经· 2025-04-29 15:34
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 ...
协和“4+4”,除了经济学,还有园艺和外语
Zhong Guo Jing Ying Bao· 2025-04-29 05:53
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].
协和“4+4”医学速成班,理想的临床复合人才出现了吗?
Hu Xiu· 2025-04-28 09:21
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].