中华医学教育杂志

中华医学教育杂志 ›› 2026, Vol. 46 ›› Issue (6): 401-406.DOI: 10.3760/cma.j.cn115259-20250418-00438

• 专稿 •    下一篇

医学教育学科建设的基本问题探析

郭建如1, 王维民2   

  1. 1北京大学教育经济研究所,北京 100871;
    2北京大学医学教育研究所,北京 100191
  • 收稿日期:2025-04-18 出版日期:2026-06-01 发布日期:2026-05-28
  • 通讯作者: 王维民, Email: wwm@bjmu.edu.cn
  • 基金资助:
    国家社会科学基金2021年重点项目(AIA210011)

Analysis of fundamental issues in the discipline development of medical education

Guo Jianru1, Wang Weimin2   

  1. 1Institute of Economics of Education, Peking University, Beijing 100871, China;
    2Institute of Medical Education, Peking University, Beijing 100191, China
  • Received:2025-04-18 Online:2026-06-01 Published:2026-05-28
  • Contact: Wang Weimin, Email: wwm@bjmu.edu.cn
  • Supported by:
    Key Project of the National Social Science Fund of China 2021 (NSSFC) (AIA210011)

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摘要： 随着健康中国战略深入实施与疫情后公共卫生体系重构,医学教育呈现强劲发展态势,亟需对医学人才成长规律和医学教育内在逻辑开展系统性、学科化研究。在高校设立医学教育学科,不仅具有充分的学理正当性和实践必要性,还有现实的紧迫性。本文立足我国医学教育改革实践,系统分析医学教育学科建设的时代背景与制度动因,阐释其作为应用性学科的知识多源性与递归性特征,进而从知识体系建构、学位点设置、师资队伍构成和培养机构协同机制等维度,探讨医学教育学科建制化发展的核心议题。

关键词: 教育,医学, 知识体系, 学科建制化

Abstract: With the in-depth implementation of the Healthy China strategy and the restructuring of the public health system, medical education has demonstrated robust momentum for development. There is an urgent need for systematic and disciplinary research into the patterns of medical talent development and the intrinsic logic of medical education. Establishing medical education as a discipline in universities is not only theoretically justified and practically necessary but also urgently needed. This paper, grounded in the practical reforms of medical education in China, systematically analyzes the contemporary context and institutional drivers behind the development of medical education as a discipline. It elucidates the characteristics of this applied discipline, including its multi-source knowledge base and recursive features. Furthermore, it explores the core issues of disciplinary institutionalization from several dimensions: the construction of knowledge systems, the establishment of degree programs, the composition of faculty, and the coordination mechanisms among training institutions.

Key words: Education, medical, Knowledge system, Discipline institutionalization

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