美国4所医学院医学博士培养课程体系分析

doi:10.3760/cma.j.cn115259-20240614-00605

中华医学教育杂志 ›› 2025, Vol. 45 ›› Issue (6): 471-475.DOI: 10.3760/cma.j.cn115259-20240614-00605

• 国外医学与比较医学教育 • 上一篇下一篇

美国4所医学院医学博士培养课程体系分析

解桢¹, 侯建林², 张晓敏¹, 谢阿娜²

¹滨州医学院附属医院教育处,滨州 256603;
²北京大学医学教育研究所,北京 100191

收稿日期:2024-06-14 出版日期:2025-06-01 发布日期:2025-06-03
通讯作者: 谢阿娜, Email: xieana@bjmu.edu.cn
作者简介:解桢现为北京大学医学教育研究所访问学者
基金资助:
教育部哲学社会科学研究重大委托项目(24JZDW009);滨州医学院教学改革课题(JYKT202018);山东省高等医学教育研究中心课题(YJKT202188)

Analysis of the curriculum system for doctor of medicine training in four American medical schools

Xie Zhen¹, Hou Jianlin², Zhang Xiaomin¹, Xie Ana²

¹Education Administration Office, Affiliated Hospital of Binzhou Medical College, Binzhou 256603, China;
²Institute of Medical Education, Peking University, Beijing 100191, China

Received:2024-06-14 Online:2025-06-01 Published:2025-06-03
Contact: Xie Ana, Email: xieana@bjmu.edu.cn
About author:Xie Zhen is currently a visiting scholar at the Institute of Medical Education of Peking University
Supported by:
Major Commissioned Research Projects in Philosophy and Social Sciences of the Ministry of Education(24JZDW009); Teaching Reform Project of Binzhou Medical College(JYKT202018); Project of Shandong Higher Medical Education Research Center(YJKT202188)

摘要/Abstract

摘要： 课程体系是医学教育的关键内容,为了解美国优秀医学院校的课程体系,以便为我国医学教育课程改革提供参考,本研究选取美国4所医学院校(哈佛大学医学院、约翰·霍普金斯大学医学院、密歇根大学医学院和梅奥医学中心)医学博士(doctor of medicine, MD)课程体系作为研究对象,梳理其见习前、见习和见习后3个阶段的课程设置。见习前阶段,4所医学院校主要设置以器官系统为模块的整合课程,同时注重学生早期接触临床实践;见习阶段的课程主要采用纵向整合学习的方式,强化理论知识与实践技能、医学知识与人文关怀的融合;见习后阶段的课程侧重于提高学生的医学职业素养和科学研究能力,为学生提供多样化的学习和职业发展路径。结合我国国情,借鉴4所医学院校的课程整合模式、纵向整合学习、医学人文课程建设、学生跨专业团队合作能力培养和职业素养形成,构建适合我国医学教育的课程体系,有助于进一步提高医学人才的培养质量。

关键词: 美国, 医学博士, 课程体系, 整合课程

Abstract: The curriculum system is regarded as a pivotal component of medical education. To systematically investigate the curriculum frameworks of leading American medical institutions and derive insights for advancing medical education reform in China, the doctor of medicine (MD) curriculum systems from four prominent American medical schools(Harvard Medical School, Johns Hopkins University School of Medicine, University of Michigan Medical School, and Mayo Clinic) were examined. A comprehensive analysis was conducted focusing on their curricular structures across three distinct phases: pre-clerkship, clerkship, and post-clerkship. During the pre-clerkship stage, integrated curricula organized through organ system-based modular approaches are predominantly implemented, with particular emphasis being placed on early clinical exposure for students. The clerkship phase is characterized by the adoption of longitudinal integrated clerkship models, through which the integration of theoretical knowledge with clinical competencies is systematically reinforced, along with the harmonization of medical expertise and humanistic care principles. In the post-clerkship stage, priority is given to the enhancement of professional medical ethics and the cultivation of scientific research capabilities, while diversified academic pathways and career development opportunities are provided. These institutional practices——encompassing curriculum integration methodologies, longitudinal integrated clerkship, medical humanities curriculum design, interdisciplinary collaboration skill development, and professional competency cultivation are proposed to be strategically adapted to China′s educational context. Through such localized implementation, the establishment of an optimized medical education framework is anticipated, ultimately contributing to the advancement of high-quality medical talent cultivation.

Key words: United States, Doctor of medicine, Curriculum system, Integrated curriculum

中图分类号:

R-05

解桢, 侯建林, 张晓敏, 谢阿娜. 美国4所医学院医学博士培养课程体系分析[J]. 中华医学教育杂志, 2025, 45(6): 471-475.

Xie Zhen, Hou Jianlin, Zhang Xiaomin, Xie Ana. Analysis of the curriculum system for doctor of medicine training in four American medical schools[J]. Chinese Journal of Medical Education, 2025, 45(6): 471-475.

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美国4所医学院医学博士培养课程体系分析

Analysis of the curriculum system for doctor of medicine training in four American medical schools

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