Chinese Journal of Medical Education

Visual analysis of the current situation of interprofessional education in medicine based on Bibliometrix

Yan Kemin, Li Chen, Gong Yingying, He Wen, Yang Daya, Zhang Kunsong, Feng Shaoting, Yuan Gang

2026, 46 (2): 81-85. DOI: 10.3760/cma.j.cn115259-20240611-00584

Abstract ( 61 )

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Objective To visually analyze the main hotspots and research trends in the field of interprofessional education (IPE) in medicine. Methods A systematic search of the Web of Science core database was conducted on December 31, 2023, and the Bibliometrix software was applied to analyze the distribution characteristics, research hotspots, and trends of literature related to IPE in medicine. Results From 1999 to 2023, a total of 1,815 research articles related to IPE in medicine were published, and the annual number of published papers gradually increased after 2010. The top 5 high-frequency keywords were interprofessional education (914 times), medical education (145 times), interprofessional collaboration (125 times), interprofessional learning (119 times), and education (110 times). The core keyword interprofessional education frequently co-occurred with the keywords medical education, interprofessional collaboration and simulation.The strategic diagram analysis of keywords identified palliative care and oral health as emerging themes. Conclusions The research related to medical IPE is gradually increasing, with interprofessional collaboration and simulation teaching methods being the current hotspots. Interprofessional education involving palliative care and oral health are at the forefront of research.

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Construction and practice of the medicinal plant labor education course at Peking University School of Pharmaceutical Sciences

Yang Yanfang, Zhao Guoying, Zhang Yingtao

2026, 46 (2): 86-89. DOI: 10.3760/cma.j.cn115259-20250403-00368

Abstract ( 28 )

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To implement the new-era labor education initiative and strengthen the practical labor skills of university students, a labor education course was designed and delivered at Peking University School of Pharmaceutical Sciences, integrating the fieldwork in medicinal plants with medicinal plant cultivation practice. A total of 118 students from the pharmacy program (Class of 2022) were selected as participants. The teaching effectiveness was evaluated through attendance rate, the quantity and quality of plant specimens, medicinal plant cultivation reports, and questionnaire surveys. Among the 48 students in the medicinal plant fieldwork module, the full attendance rate was 100.0% (48/48), yielding over 200 high-quality specimens. Survey results showed that 93.8% (45/48) acquired basic skills in field collection and identification, 91.7% (44/48) reported enhanced perseverance and teamwork, and 100.0% (48/48) expressed overall satisfaction and willingness to recommend the course. In the medicinal plant cultivation module (70 students), over 200 square meters of land were prepared and more than 100 types of medicinal herbs were planted. The full attendance rate was 97.1% (68/70), and 95.7% (67/70) of cultivation reports were rated excellent. Additionally, 94.3% (66/70) of the students were satisfied with the course; 84.3% (59/70) felt joy and achievement from labor; 72.9% (51/70) strengthened their perseverance through fieldwork hardships; 81.4% (57/70) mastered the key planting methods; and 98.6% (69/70) would recommend the course. By aligning with the core principles of labor education and integrating professional training, the course received strong recognition from students. It effectively enhanced the practical labor skills of the students and contributed to achieving the holistic educational goal of ″integration moral, intellectual, physical, esthetic, and labor education″ through labor.

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Exploration on the teaching of module integration combined with literature reading in medical statistics for postgraduates

Liu Yudan, Zhu Qi, Fan Hui, Jiang Pei

2026, 46 (2): 90-94. DOI: 10.3760/cma.j.cn115259-20250319-00297

Abstract ( 23 )

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Medical statistics is one of the core courses for cultivating scientific research capabilities among medical graduate students. To improve the learning outcomes of the medical statistics course for master of medicine students, a teaching method integrating module consolidation with literature reading was designed. Specifically, the course content was consolidated into three modules: quantitative data analysis, qualitative data analysis, and survival data analysis. For each module, core academic journal articles were selected and systematically analyzed following five consecutive steps: distinguishing data types, statistical description, parameter estimation, univariate analysis, and multivariate regression analysis. Classroom teaching employed a combination of guided questioning, discussion, computational exercises, and teacher demonstration, aiming to systematically cultivate students′ practical abilities in selecting statistical methods, and expressing and interpreting results. This was supplemented by post-class literature reading and targeted exercises to reinforce knowledge transfer and research application. This teaching approach was implemented from September to October 2024 with medical postgraduates from two classes at North Sichuan Medical College. Its effectiveness was evaluated using pre- and post-course questionnaires, with data analyzed by paired t-tests. Among the 390 participating postgraduates surveyed, 350 (89.7%) initially found the course content difficult to master. Regarding self-assessed proficiency in statistical methods, the post-course score (42.3±6.4) was higher than the pre-course score (29.0±5.7), P<0.001. Furthermore, 249 (63.8%), 337 (86.4%), 323 (82.8%), 314 (80.5%), and 286 (73.3%) students believed this method helped improve their abilities in distinguishing study design types, correctly selecting statistical methods, properly expressing statistical results, accurately interpreting statistical findings, and understanding the principles or concepts behind statistical methods, respectively. In terms of satisfaction, 367 (94.1%) and 347 (89.0%) students were satisfied with the teaching method and the overall course, respectively. The teaching practice results demonstrate that the module-integrated, literature-based teaching approach contributes to enhancing the learning outcomes of medical postgraduates in the Medical Statistics course.

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Design and application of a medical faculty development information system based on the Project-Task-Content model

Zheng Lanbin, Qiu Guannan, Gan Ruiqi, Cai Jingyi

2026, 46 (2): 95-100. DOI: 10.3760/cma.j.cn115259-20250715-00789

Abstract ( 43 )

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Medical teachers, particularly clinical teachers, face significant challenges in participating in professional development activities due to their dispersed workplaces, heavy workloads, and the spatiotemporal constraints of traditional in-person training. However, existing information systems lack adaptability to the working characteristics of medical teachers, highlighting an urgent need for a flexible and supportive information system. To address this structural contradiction, this study designed and constructed the Peking University Medical Faculty Development Information System. Centered on a three-tier ″Project-Task-Content″ model, the system not only integrates online and offline learning resources to support the management and development of faculty development programs, but also enables a fully digitalized closed-loop process for faculty development activities, thereby enhancing administrative efficiency and teacher engagement. Since its implementation, the annual average number of participants in the Young Faculty Teaching Development Program (2020-2024) has increased to 363, which is 7.4 times the pre-system annual average (49 participants from 2015-2019). In post-activity feedback surveys, 96.2% (4 042/4 201) of teachers expressed satisfaction with the system′s operational convenience. Through a two-tier (university and department) management structure, the system supports faculty development at the college level, while its interactive functions facilitate the management of teaching observations and consultations. This study provides a practical example for the scientific construction of a medical faculty development information system and lays the foundation for future intelligent services. Further research is needed to explore the transformation of teacher behaviors and address discipline-specific needs.

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Application and effectiveness analysis of the tutorial system combined with peer teaching in medical functional experiment courses

Du Wenjing, Guo Lei, Zhang Qin

2026, 46 (2): 101-106. DOI: 10.3760/cma.j.cn115259-20240709-00718

Abstract ( 25 )

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Objective Exploring the impact of the tutorial system combined with peer teaching in the ″independent design experiment″ module of medical functional experiment on the scientific research innovation ability of medical undergraduates. Methods A self-controlled study was conducted from September to November 2023, involving 84 eight-year clinical medicine students from the class of 2020 at Peking Union Medical College. The tutorial system combined with peer teaching was implemented. Tutors evaluated the experimental design proposals twice—before and after the course—and a student questionnaire survey was administered to assess the impact of this teaching approach on the scientific research innovation ability of medical students. Data analysis was performed using t-tests and χ² tests. Results Through the implementation of the tutorial system combined with peer teaching intervention, students showed significant improvements in various aspects, including the difficulty and novelty of the research topic, the rationality and rigor of the experimental design, and the statistical analysis of the results [(68.00 ± 2.96) vs. (89.00 ± 3.92), (66.00 ± 5.01) vs. (88.00 ± 4.31), (67.00 ± 4.56) vs. (91.00 ± 5.01), all P < 0.001], with statistical significance. Among the 84 medical undergraduates, 90.48%(76/84)agreed that the tutorial system combined with peer teaching effectively addressed the difficulties they encountered during the experimental design process. Conclusions Implementation of a combined tutorial-peer teaching approach in the ″Independent Experimental Design″ module of Medical Functional Experiment Courses significantly enhances scientific research innovation capabilities among medical undergraduates.

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Application of a clinical reasoning training system with digital patient simulation technology in undergraduate neurology teaching

Mei Shanshan, Han Yan, Lei Yuan, Zhang Bo, Zhao Nan, Fang Lirui, Hao Junwei

2026, 46 (2): 107-111. DOI: 10.3760/cma.j.cn115259-20240327-00320

Abstract ( 23 )

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This study aimed to explore the application of a clinical reasoning training system based on digital patient simulation technology in undergraduate neurology education. We designed multidimensional interactive clinical cases integrating key knowledge points and constructed a clinical reasoning training system simulating the entire diagnostic and therapeutic process using virtual simulation technology. From March to May 2023, the model was implemented in neurology theory and clinical clerkship courses for 38 fourth-year clinical medicine students (enrolled in the 5+3 integrated program) at Capital Medical University. Through interactions with virtual patients, 34 students (89.5%) reported enhanced depth of understanding in neurology, 35 students (92.1%) acknowledged increased learning motivation, and 37 students (97.4%) supported broader implementation of this training system. Compared with the initial training, students′ post-course assessments demonstrated a 9.3% improvement in the rate of key information retrieval during history-taking and physical examination, along with a 9.6% increase in the accuracy of localization and etiological diagnosis The model received high approval from students and teachers, and demonstrated promising educational potential, offering novel insights for neurology pedagogical innovation.

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Application of virtual simulation scenario-based training in pre-hospital emergency care training for medical students

Wang Chunxia, Chen Yu, Xu Liyuan, Wei Guihua, Xu Qinrong, Xu Tingting, Li Zhangping

2026, 46 (2): 112-117. DOI: 10.3760/cma.j.cn115259-20240712-00730

Abstract ( 26 )

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Objective This study aims to explore the application of virtual reality (VR) scenario simulation in pre-hospital emergency care training. Methods The experimental-control method was adopted. This study enrolled 60 fifth-year clinicalmedical students (class of 2019)duringtheir internship at the Affiliated Quzhou Hospital of Wenzhou Medical University (Quzhou People′s Hospital) from July to December 2023. All participants were randomly assigned into two groups using a random number table: a control group of 30 students and an experimental group of 30 students. The control group received traditional teaching methods, while the experimental group underwent teaching using virtual reality (VR) scenario simulation. The study compared the differences in improvement of pre-hospital emergency care abilities between the two groups. After completing the training, all students underwent theoretical knowledge exams, cardiopulmonary resuscitation (CPR) practical assessments, and conducted a questionnaire survey on learning enthusiasm, training effectiveness, and satisfaction. Data analysis was conducted using t-tests and chi-square tests to compare exam scores, enthusiasm for learning, training effectiveness evaluation, and course satisfaction between the two groups, evaluating the teaching effectiveness of the two instructional modes. Results The experimental group achieved significantly higher scores in both knowledge and skills assessments compared to the control group [(43.07±2.44) vs.(40.97±2.25) , (43.23±2.67) vs.(39.80±2.77)](both P＜0.05). The results of the student learning enthusiasm questionnaire showed that the total score of the teaching material motivation questionnaire in the experimental group was significantly higher than that in the control group [(158.43±8.73) vs.(142.40±6.61)](P＜0.05).The results of the questionnaire survey on student training satisfaction showed that the training satisfaction scores of the experimental group students were significantly higher thanthe control group [(93.73±1.55) vs.(90.97±1.85)](P<0.05). Conclusions The application of VR in pre-hospital emergency care training enhances student performance, enthusiasm for learning, training effectiveness, and satisfaction.

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A mixed-methods study on the perceptions of pediatric residents and supervising physicians regarding the residency training implementation environment

Chai Yiming, Wu Jingyan, Wang Yingwen, Tan Hui, Fan Ru, Zhang Xiaobo

2026, 46 (2): 118-123. DOI: 10.3760/cma.j.cn115259-20240926-01005

Abstract ( 26 )

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Objective To understand the perceptions and evaluations of pediatric residency trainees and supervising physicians regarding the implementation environment of residency training, analyze existing problems in the training implementation, and provide evidence for optimizing the implementation of residency training. Methods From January to February 2024, using cluster sampling method, 118 residents who entered the pediatrics base and pediatric surgery base from 2021 to 2023 and 70 supervising physicians at the Children′s Hospital of Fudan University enrolled in the study. A convergent parallel mixed-methods design was adopted. The quantitative research portion employed a questionnaire survey, with data analysis using t-tests, latent profile analysis, chi-square tests, and univariate analysis. The qualitative research used maximum variation sampling to select 20 residents and 8 supervising physicians from the quantitative study for one-on-one semi-structured interviews. Results A total of 115 residents and 65 supervising physicians participated in this study. The resident trainees and supervising physicians scored (60.04±9.88) and (62.57±7.47) points respectively for their perception of the residency training implementation environment (with a maximum score of 80 points for both), and the difference was not statistically significant (P=0.110). The resident trainees scored lower than the supervising physicians in both the work dimension and learning dimension [(3.44±0.77) vs. (4.14±0.43), (3.58±0.85) vs. (3.98±0.58)], and the differences were statistically significant (all P<0.001). The perception scores of resident trainees for the residency training implementation environment were divided into 2 categories: high perception group [53.0% (61/115)] and low perception group [47.0% (54/115)]; the perception scores of supervising physicians for the residency training implementation were divided into 3 categories: high perception group [30.8% (20/65)], low perception group [55.4% (36/65)], and extremely low perception group [13.8% (9/65)]. The comparison of the number of resident trainees in different perception categories by their affiliated training base showed a statistically significant difference (P=0.002), with more trainees from the pediatric surgery base in the high perception group than in the low perception group (20 vs. 5). The comparison of professional titles among supervising physicians in different perception categories showed a statistically significant difference (P=0.041), with more supervising physicians holding the title of chief physician in the low perception group than in the high perception group (13 vs. 2). Based on the interview results, four themes were extracted: diverse and rich training content and formats; insufficient allocation of work facilities and equipment; high workload with lack of incentive mechanisms; research pressure exists but research support is insufficient. Conclusions From the perception among resident trainees and supervising physicians, the implementation environment of residency training requires enhancement, with work conditions, learning opportunities, and research support being the primary areas needing improvement. A refined institutional support system should be established to balance clinical work, learning, and research in residency training, and the residency training implementation plan should be optimized according to the perception category characteristics of residents and supervising physicians.

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Current status and needs assessment of continuing medical education in a specialized cancer hospital

Guo Huan, Zhao Yuhan, Chen Yanglin

2026, 46 (2): 124-129. DOI: 10.3760/cma.j.cn115259-20250529-00604

Abstract ( 27 )

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Objective To understand the current status and demands for continuing medical education (CME) among healthcare professionals in a specialized cancer hospital and to analyze related influencing factors. Methods A cross-sectional survey design was adopted. From January to March 2025, a self-designed questionnaire was used to investigate the current status, demands, and satisfaction regarding CME among 649 healthcare professionals in the hospital. Data were analyzed using the chi-square test and ordinal logistic regression. Results Work-study conflict [351(54.08%)] and limited learning pathways [160(24.65%)] were identified as the primary reasons affecting the completion of CME. Statistically significant differences were found in the reasons affecting CME completion across different professional titles, educational backgrounds, and specialties (all P<0.05). A gap was observed between the current offerings and the demand for specialized knowledge courses. Oncology-related knowledge remained the primary learning focus, while there was a strong demand for courses in medical psychology [209(32.20%)], doctor-patient communication [194(29.89%)], latest research advances [191(29.43%)], and grant application and scientific writing [173(26.66%)]. Online distance education was the main learning pathway [360(55.47%)], and its demand was projected to increase further [531(81.82%)]. The overall satisfaction with CME was relatively high [(4.55 ± 0.65) points]. Higher overall satisfaction was associated with learning motivations such as ″personal desire to improve professional skills,″ ″career development needs,″ and lower learning costs (all P<0.05). Conclusions Work-study conflict and limited learning pathways were identified as the primary reasons affecting the completion of continuing medical education among healthcare professionals in this hospital. Differences in the influencing factors were observed across groups with different professional titles, educational backgrounds, and specialties. A pressing demand for various course contents beyond oncology knowledge was reported. Online distance education was confirmed as the primary learning pathway, with its demand demonstrating continued growth. Overall satisfaction among healthcare professionals was relatively high and was associated with specific learning motivations and lower costs.

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Investigation and analysis on trainees from birth defects prevention and control training in Jiangsu Province

Duan Honglei, Yuan Jing, Li Huijun, Li Jie

2026, 46 (2): 130-135. DOI: 10.3760/cma.j.cn115259-20240920-00983

Abstract ( 13 )

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Objective To investigate the status and training outcomes of trainees in birth defects prevention and control training programs, and to explore influencing factors. Methods A cross-sectional survey design was adopted. Trainees from birth defect prevention and control talent training programs across 13 prefecture-level cities in Jiangsu Province from 2022 to 2024 were selected as the study subjects. Information on basic demographics, self-evaluation (full score: 5), and training satisfaction was collected and analyzed for its correlation with the overall training assessment score (full score: 100). Data were processed using methods including one-way analysis of variance and Spearman′s test. Results A total of 378 trainees were included in this study. Among them, only 36 (9.5%) were aged ≤30 years; 201 trainees (53.2%) had ≤3 years of work experience related to birth defect prevention and control; 287 trainees (75.9%) held bachelor′s degrees and 88 (23.3%) held postgraduate degrees; 221 trainees (58.5%) were from tertiary hospitals. Trainees reported relatively high self-evaluations in five areas: policy and regulation knowledge, theoretical knowledge, practical skills, health education capabilities, and lifelong learning abilities [scores: (3.34 ± 0.85), (3.52 ± 0.78), (3.57 ± 0.73), (3.43 ± 0.72), (3.52 ± 0.69), respectively], while self-evaluation in scientific research and innovation capability was slightly lower [(2.64 ± 0.81)]. Trainees′ satisfaction scores regarding training curriculum design, teaching quality, and assessment methods were (4.49 ± 0.60), (4.57 ± 0.58), and (4.29 ± 0.65), respectively. The overall assessment score for trainees was (88.5 ± 7.9). No correlation was found between trainees′ professional title or years of related work experience and assessment scores (all P > 0.05). For trainees in prenatal screening and diagnosis, both educational level (ρ=0.262, P=0.009) and hospital level (ρ=0.325, P=0.001) showed positive correlations with assessment scores. Conclusions This training program has initially achieved broad coverage of trainees from diverse backgrounds and enhanced core competencies, with overall trainee satisfaction and assessment scores being favorable. However, scientific research and innovation capabilities among trainees remain insufficient, and while training outcomes overall show no direct association with trainees′ seniority, factors such as educational level still influence training effectiveness in certain specialties. Efforts should focus on strengthening the cultivation of scientific research and innovation capabilities, emphasizing professional differences, and further optimizing the training system to support the continuous improvement of birth defect prevention and control standards in our province.

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Reliability and validity of the mandarin version of the medical curiosity scale

Zhou Yinghua, Gong Jiayi, Zhu Aiyong, Zhu Yiming

2026, 46 (2): 136-140. DOI: 10.3760/cma.j.cn115259-20250212-00140

Abstract ( 19 )

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Objective To translate the medical curiosity scale(MCS) into mandarin and test its reliability and validity. Methods The MCS was translated and back translated according to the Brislin translation model. and the Chinese version of the MCS was formed after the cultural adjustment, by consulting five experts and selecting 30 medical students for cognitive interviews via purposive sampling between September and October 2023. From March to April 2024, 584 medical students from Shanghai University of Medicine & Health Sciences were selected as the subjects of questionnaire survey by convenient purposive method to test its reliability and validity. Results The Mandarin Version of MCS contains two dimensions with 10 items. The item content validity index (I-CVI) was 0.8-1.0, and the scale content validity index (S-CVI) was 0.940. Two common factors were extracted from the exploratory factor analysis, and the cumulative variance contribution rate was 63.9%. The Cronbach′s coefficient of the scale was 0.918, and The Cronbach′s coefficient of the 2 dimensions was 0.911 and 0.932. The retest reliability of the scale was 0.819 (P<0.01), and the two dimensions were 0.816 and 0.823, respectively. Conclusions The Mandarin version of MCS has good reliability and validity and is suitable for the assessment of the curiosity level of medical students under Chinese cultural background.

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Study on the construction of clinical ability evaluation index system for traditional Chinese medicine students of ″5+3″ integrated program during standardized residency training

Qian Sishi, Zhao Hanqi, Kang Rui, Li Yong, Hu Yimei

2026, 46 (2): 141-145. DOI: 10.3760/cma.j.cn115259-20241012-01063

Abstract ( 28 )

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Objective To construct an evaluation index system for the clinical ability of students in the ″5+3″ integrated program of traditional Chinese medicine during the standardized residency training (hereafter referred to as residency training) stage based on the Miller pyramid model. Methods In December 2023, based on the Miller Clinical Competency Pyramid model as the theoretical foundation, the evaluation system indicators were initially established through literature analysis and semi-structured interview methods. From January to March 2024, the Delphi method was used to conduct two rounds of expert consultations with 13 experts. The priority graph method and the percentage weight method were adopted to establish the index weights. Results All 13 questionnaires were collected in both rounds of expert inquiries, indicating a high level of enthusiasm among the experts. The expert authority coefficients were 0.940 and 0.970 respectively. The Kendall′s Concordia coefficients were 0.284 and 0.308 respectively (all P<0.001); Finally, an evaluation index system for the clinical ability of eight-year students in traditional Chinese medicine during the residency training stage was established, which includes four first-level indicators: theoretical knowledge of traditional Chinese medicine, knowledge application ability, clinical operation performance, and comprehensive vocational ability, 20 second-level indicators, and 52 evaluation elements. Conclusions The evaluation index system constructed in this study can reflect the clinical ability characteristics of students in the ″5+3″ integrated program of traditional Chinese medicine during the residency training stage. It is scientific and practical, and can provide empirical references for the quality evaluation of students′ clinical abilities during the residency training stage.

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Comparative study on the number of physicians and enrollment scale of medical education between China and the United States

Hou Jianlin, Fang Chenchen, Huang Yujie, Xie Ana, Wang Weimin

2026, 46 (2): 146-150. DOI: 10.3760/cma.j.cn115259-20250110-00028

Abstract ( 18 )

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Objective To compare the number of equivalent physicians and enrollment scale of medical education in China and the United States and provide policy recommendations for regulating enrollment scale of medical education and building physician workforce in China. Methods Descriptive analysis was used to compare the absolute and relative quantities of relevant indicators. Results In 2022 or the latest data year, the total number of physicians in China and the United States were 2.57 million and 989 thousand, respectively. China had 221 medical schools with a total enrollment of 143 thousand students; There were 204 medical schools in the United States, with a total enrollment of 32 thousand students. The average enrollment of Chinese medical schools was 645, while in the United States it was 158. The number of physicians per thousand population in China and the United States was respectively 1.8 and 3.0, and the number of medical schools per ten million population was respectively 1.6 and 6.1. Conclusions Compared with the United States, China has a relatively low number of physicians and medical schools, and the average enrollment scale of medical schools is too large. It is necessary to steadily increase the number of medical schools and compress the average enrollment scale of medical schools.

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Characteristics and implications of the assessment systems for medical students at three U.S. medical schools

Li Jun, Su Zhaoyi, Xie Ana, You You

2026, 46 (2): 151-155. DOI: 10.3760/cma.j.cn115259-20240903-00917

Abstract ( 18 )

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Formulating an assessment system aligned with education objectives and curriculum systems is crucial for the reform and development of medical colleges. To investigate the academic assessment systems for medical students in U.S. colleges with integrated curriculum reform, text analysis is adopted to examine the student academic assessment systems in 3 typical medical colleges, namely Case Western Reserve University School of Medicine, Harvard Medical School, and David Geffen School of Medicine at UCLA. Results show that the three colleges designed assessment systems compatible with their integrated curricula: the assessment content emphasizes the progressive development of knowledge, skills; formative assessment plays a sustained role in promoting students′ learning; summative assessment determines students′ progression eligibility; and teachers′ observation and engagement with students are valued as key supports for students′ assessment. Drawing on the successful experience of these three colleges and China′s current integrated curriculum reform, medical colleges may innovate assessment methods, give full play to the sustained guiding and facilitating role of formative assessment in the learning process, and encourage the joint participation of teachers and students in assessment.

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Comparison of the framework of international health informatics competency standards and its implications for China

Yang Zhaohui, Li Siru

2026, 46 (2): 156-161. DOI: 10.3760/cma.j.cn115259-20250214-00148

Abstract ( 12 )

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This paper aims to inform the education and practice of health informatics in China by comparing and analyzing three internationally influential and representative international health informatics competency standard frameworks that have updated over recent years. This paper reviews and compares the updated recommendations by the International Medical Informatics Association on Education in Biomedical and Health Informatics, the core competencies for applied health informatics education at the master′s degree level defined by the American Medical Informatics Association and the Australian Health Informatics Competency Framework with a special focus on their content, terminology, scope of application, and target audiences. Some suggestions for the development of training pathway of China′s health informatics talents is proposed. These include transitioning from a content-driven to a competency-driven education model, integrating competency standards into knowledge fields such as social and behavioral science as well as management science, and establishing hierarchical training standards that align with occupational classification.

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