Abstract: Early exposure to clinical courses is an important introductory course for medical students. In December 2022, this study used 74 clinical eight-year medical students′ early clinical experience reflection texts as research data, and conducted qualitative text analysis using MAXQDA software. A framework was formed after three-stage coding, and teaching effectiveness analysis was conducted based on code frequency and coverage. Finally, an explanatory analysis model was formed based on learning objectives. Through various teaching methods such as verbal and nonverbal communication, simulated practice, and observation and communication, early exposure to clinical courses enhanced students′ cognition of core competency in patient care, communication and cooperation, professional ethics, knowledge and skills, and lifelong learning, and clarified career cognition and planning. This paper proposes an evaluation framework for the effectiveness of early exposure to clinical courses, a visualization of the logical relationship between learning objectives and student gains, and suggests improvements for the design of early clinical courses, including (1) optimizing course arrangements and balancing teaching methods, (2) emphasizing on teacher training and strengthening the integration of competency and clinical scenarios, and (3) promoting group study and enhancing the fullness of clinical experience.

Key words: Clinical medicine, Early clinical exposure, Eight-year medical education, Core competency, Career planning, Qualitative text analysis