中华医学教育杂志

中华医学教育杂志 ›› 2024, Vol. 44 ›› Issue (11): 801-804.DOI: 10.3760/cma.j.cn115259-20240327-00319

• 人才培养模式 •    下一篇

中南大学湘雅医学院八年制医学生国际联合培养模式探索

宋爽1, 周星璨2, 陈旦3, 任国峰4, 陈俊香5   

  1. 1中南大学湘雅医学院医学研究生办公室,长沙 410013;
    2中南大学湘雅医学院医学国际合作办公室,长沙 410013;
    3中南大学基础医学院人体解剖学与神经生物学系,长沙 410013;
    4中南大学湘雅公共卫生学院,长沙 410013;
    5中南大学湘雅二医院肾内科,长沙 410011
  • 收稿日期:2024-03-27 出版日期:2024-11-01 发布日期:2024-10-29
  • 通讯作者: 任国峰,Email:renguofeng@csu.edu.cn
  • 基金资助:
    2023年度湖南省普通高等学校教学改革研究项目(HNJG-20230070)

Exploration of international joint training model for eight-year medical students in Xiangya School of Medicine of Central South University

Song Shuang1, Zhou Xingcan2, Chen Dan3, Ren Guofeng4, Chen Junxiang5   

  1. 1Office of Medical Graduate Students, Xiangya School of Medicine, Central South University, Changsha 410013, China;
    2Office of Medical International Cooperation, Xiangya School of Medicine, Central South University, Changsha 410013, China;
    3Department of Human Anatomy and Neurobiology, School of Basic Medical Sciences, Central South University, Changsha 410013, China;
    4Xiangya School of Public Health, Central South University, Changsha 410013, China;
    5Department of Nephrology, The Second Xiangya Hospital of Central South University, Changsha 410011, China
  • Received:2024-03-27 Online:2024-11-01 Published:2024-10-29
  • Contact: Ren Guofeng, Email: renguofeng@csu.edu.cn
  • Supported by:
    Research Project on Teaching Reform of Ordinary Higher Education Institutions in Hunan Province2023(HNJG-20230070)

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摘要： 中南大学湘雅医学院自2012年开始实施“八年制医学生领军人才培养创新驱动计划”,在第一、二学年医学预科教育、第三至第六学年医学核心教育的基础上,选拔部分优秀学生在第七、八学年赴耶鲁大学、康奈尔大学、匹兹堡大学、密西根大学等院校进行国际联合培养。通过国际联合培养,提升了八年制医学生的国际视野、临床思维能力和科研创新意识,构建了八年制医学人才国际联合培养模式。本文介绍了湘雅医学院八年制医学生国际联合培养模式及其在培养规模、人才培养质量等方面取得的成效,以期为深入推进八年制医学教育改革创新提供参考和借鉴。

关键词: 临床医学, 八年制医学教育, 国际联合培养, 培养模式

Abstract: The “Eight-Year Medical Student Leading Talent Training Innovation Driven Plan” has been implemented in Xiangya School of Medical of Central South University since 2012. This plan builds on the foundation of the first two years of medical preparatory education and the core medical curriculum from years three to six, selecting outstanding students for international joint training during their seventh and eighth years at top universities such as Yale, Cornell, the University of Pittsburgh, and the University of Michigan. The global perspective, clinical thinking ability, and scientific research innovation awareness of eight-year medical students have been improved through international joint training. This paper introduces Xiangya's approach to developing an international joint training model for eight-year medical students, showcasing the program's achievements in training scale and quality, and aims to provide insights and guidance for advancing reforms in eight-year medical education.

Key words: Clinical medicine, Eight-year medical education, International joint training, Training model

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