Abstract: Objective To comprehend the present status of clinical training and research capabilities among clinical medical master's degree students operating within a concurrent training model, it is imperative to undertake a thorough analysis of the prevailing challenges and to formulate recommendations and insights that will facilitate the enhancement of the training programme. Methods A questionnaire survey was conducted in March 2022 on second- and third-year postgraduate students of a clinical masters degree in medicine at certain hospital affiliated with a university in Hunan, China. The survey encompassed the clinical working hours of postgraduate students, the work attitude and teaching methods of lead instructors, the evaluation and feedback on the residency system, and the impact of concurrent training on career development in specialised masters degrees and on the enhancement of scientific research ability. Descriptive statistics were used to analyze relevant data. Results A total of 418 valid questionnaires were collected. Furthermore, 75.6%(316/418) of the students reported working in excess of 50 hours per week, with the most prevalent reasons for this being clinical work [90.4%(378/418)], medical record paperwork [88.3%(369/418)] and research tasks [82.8%(346/418)]. In addition, 54.8%(229/418) of the students expressed the opinion that the teaching faculty provided effective guidance and supervision during clinical rotations. A mere 33.3%(139/418) of the students reported that the teaching faculty frequently conducted teaching visits based on evidence-based medical data. A significant majority of 86.1%(360/418) of the students agreed that 360-degree evaluations were used to provide regular feedback to residents, but only 38.5%(161/418) of the students agreed with the use of 360-degree assessments, and only 38.5%(161/418) of the students agreed with the use of 360-degree assessments to provide regular feedback on resident evaluations. In the present study, the authors sought to ascertain the extent to which feedback on performance during clinical rotations was received by masters of specialties. The results indicated that 161 out of 418 masters of specialties had received such feedback, while 71.3%(298/418) of these believed that concurrent training would be beneficial for a future career in clinical medicine. Furthermore, only 47.1%(197/418) of masters of specialties believed that this training model would be beneficial for improving research skills. Conclusions Whilst the concurrent training model is endorsed by the majority of experts in the field, there is a necessity for the systematic optimisation of the clinical training system with regard to academic pressure, faculty level and evaluation mechanism for residency training. Furthermore, there is an urgent need to strengthen scientific research ability, which is a necessary skill for high-quality talents in clinical application.

Key words: Clinical medicine, Professional degree postgraduates, Clinical training, Research capabilities, Current, Reflection