[1] 王健, 吴晶晶. 高等医学教育与临床医师科学家的培养[J].中国继续医学教育,2021,13(29):120-123. DOI: 10.3969/j.issn.1674-9308.2021.29.032. [2] Manolio TA, Fowler DM, Starita LM, et al. Bedside back to bench: building bridges between basic and clinical genomic research[J]. Cell, 2017,169(1):6-12. DOI: 10.1016/j.cell.2017.03.005. [3] Qiao J, Wang Y, Kong F, et al. Medical education reforms in China[J]. Lancet, 2023,401(10371):103-104. DOI: 10.1016/S0140-6736(22)02629-0. [4] Hirschtritt ME, Heaton PM, Insel TR. Preparing physician-scientists for an evolving research ecosystem[J]. JAMA, 2018,320(1):31-32. DOI: 10.1001/jama.2018.4478. [5] Bornstein SR, Licinio J. Improving the efficacy of translational medicine by optimally integrating health care, academia and industry[J]. Nat Med, 2011,17(12):1567-1569. DOI: 10.1038/nm.2583. [6] von Kaeppler EP, Akabas MH, Brass LF, et al. MD-PhD graduates remain underrepresented in orthopaedic surgery: National MD-PhD Program Outcome Survey update[J]. J Orthop Res, 2020,38(10):2181-2188. DOI: 10.1002/jor.24669. [7] Harding CV, Akabas MH, Andersen OS. History and outcomes of 50 Years of physician-scientist training in medical scientist training programs[J]. Acad Med, 2017,92(10):1390-1398. DOI: 10.1097/ACM.0000000000001779. [8] 汪玲, 贾金忠, 段丽萍. 我国临床医学教育综合改革的探索和创新——“5+3”模式的构建与实践[J].研究生教育研究,2015(3):3-6. [9] 王德炳. 中国高等医学教育管理体制和学制学位改革研究总体报告[J].医学教育,2005(6):1-4. DOI: 10.3760/cma.j.issn.1673-677X.2005.06.001. [10] 教育部、卫生部. 教育部 卫生部关于实施卓越医生教育培养计划的意见(教高〔2012〕] 7号)[Z].2012-05-07. [11] 教育部、卫生部. 教育部 卫生部关于实施临床医学教育综合改革的若干意见(教高〔2012〕6号)[Z].2012-05-07. [12] 徐薇薇, 张勤, 管远志, 等. 国内八年制临床医学教育体系的现状和展望[J]. 医学教育管理,2017,3(3):187-190,213. DOI: 10.3969/j.issn.2096-045X.2017.03.006. [13] 林蕙青, 谢阿娜. 坚持改革创新,实现八年制医学教育新发展[J].协和医学杂志,2022,13(1):1-4. DOI: 10.12290/xhyxzz.2022-0011. [14] 付瑶, 姜冠潮, 石淑宵, 等. 北京大学医学部八年制临床医学专业毕业生临床和科研能力调查分析[J].中华医学教育杂志,2021,41(2):122-126. DOI: 10.3760/cma.j.cn115259-20191225-01118. [15] 中国住院医师培训精英教学医院联盟. 中国住院医师培训精英教学医院联盟住院医师核心胜任力框架共识[J].协和医学杂志,2022,13(1):17-23. DOI: 10.12290/xhyxzz.2021-0755. [16] Ramsey BW, Nepom GT, Lonial S. Academic, foundation, and industry collaboration in finding new therapies[J]. N Engl J Med, 2017,376(18):1762-1769. DOI: 10.1056/NEJMra1612575. [17] Dzau VJ, Cho A, Ellaissi W, et al. Transforming academic health centers for an uncertain future[J]. N Engl J Med, 2013,369(11):991-993. DOI: 10.1056/NEJMp1302374. [18] Gelijns AC, Gabriel SE. Looking beyond translation--integrating clinical research with medical practice[J]. N Engl J Med, 2012,366(18):1659-1661. DOI: 10.1056/NEJMp1201850. [19] Bonham AC. MD-PhD training: looking back and looking forward[J]. Acad Med, 2014,89(1):21-23. DOI: 10.1097/ACM.0000000 000000085. [20] Feldman AM. The National Institutes of Health Physician-Scientist Workforce Working Group report: a roadmap for preserving the physician-scientist[J]. Clin Transl Sci, 2014,7(4):289-290. DOI: 10.1111/cts.12209. [21] Andriole DA, Jeffe DB. Predictors of full-time faculty appointment among MD-PhD program graduates: a national cohort study[J]. Med Educ Online, 2016,21:30941. DOI: 10.3402/meo.v21.30941. [22] Bohmer RM. Leading clinicians and clinicians leading[J]. N Engl J Med, 2013,368(16):1468-1470. DOI: 10.1056/NEJMp1301814. [23] Stefely JA, Theisen E, Hanewall C, et al. A physician-scientist preceptorship in clinical and translational research enhances training and mentorship[J]. BMC Med Educ, 2019,19(1):89. DOI: 10.1186/s12909-019-1523-0. [24] Lerman C, Jameson JL. Leadership development in medicine[J]. N Engl J Med, 2018,378(20):1862-1863. DOI: 10.1056/NEJMp1801610. [25] McMahon GT, Katz JT, Thorndike ME, et al. Evaluation of a redesign initiative in an internal-medicine residency[J]. N Engl J Med, 2010,362(14):1304-1311. DOI: 10.1056/NEJMsa0908136. [26] Kahn CR. Picking a research problem. The critical decision[J]. N Engl J Med, 1994,330(21):1530-1533. DOI: 10.1056/NEJM199405263302113. [27] Armstrong K, Ranganathan R, Fishman M. Toward a culture of scientific inquiry - the role of medical teaching services[J]. N Engl J Med, 2018,378(1):1-3. DOI: 10.1056/nejmp1712474. [28] Vincent BJ, Scholes C, Staller MV, et al. Yearly planning meetings: individualized development plans aren't just more paperwork[J]. Mol Cell, 2015,58(5):718-721. DOI: 10.1016/j.molcel.2015.04.025. [29] 王舰浩, 王嘉贝, 朱兮子, 等. 本科生导师制度对于八年制临床医学生学习及科研能力的影响[J].中国继续医学教育,2022,14(23):117-122. DOI: 10.3969/j.issn.1674-9308.2022.23.026. [30] 赵明明, 郭欣, 董尔丹. 培养合格的医师科学家[J].科学通报,2021,66(9):987-993. DOI: 10.1360/TB-2020-1037. [31] Dzau VJ, Fineberg HV. Restore the US lead in biomedical research[J]. JAMA, 2015,313(2):143-144. DOI: 10.1001/jama.2014.17660. [32] Garrison HH, Deschamps AM. NIH research funding and early career physician scientists: continuing challenges in the 21st century[J]. FASEB J, 2014,28(3):1049-1058. DOI: 10.1096/fj.13-241687. [33] Dilts DM, Sandler AB. Invisible barriers to clinical trials: the impact of structural, infrastructural, and procedural barriers to opening oncology clinical trials[J]. J Clin Oncol, 2006,24(28):4545-4552. DOI: 10.1200/JCO.2005.05.0104. [34] Brownell SE, Price JV, Steinman L. Science communication to the general public: why we need to teach undergraduate and graduate students this skill as part of their formal scientific training[J]. J Undergrad Neurosci Educ, 2013,12(1):E6-E10. [35] 温旭. 提高护士健康教育能力的实践方式研究[J].佳木斯职业学院学报,2022,38(1):149-151. [36] 陈琪. 习近平关于人民健康重要论述及其实践启示[J].邓小平研究,2022(3):29-39. |