Objective To analyze the expression of ″mission, vision and values″ of medical schools domestically and internationally, so as to inspire insights and provide a reasonable framework for a better articulation of these concepts. Methods Under a holistic and cultural view, a text-based discourse analysis was conducted from October to December 2022, which compared 22 medical schools domestically and internationally in terms of their expressions of ″mission, vision and values″. Results There is a lack of clear and definite articulation of ″mission, vision and values″ among medical schools in Chinese mainland. This might hurt the international profile of its medical education and cause misunderstanding in the international exchanges. Absence of mission statement reflects a different way of thinking and language use. Conclusions Medical schools in the new era face emerging challenges worldwide. Internationalization should be fully considered in training future health professionals and creating a platform for global dialogue. In order to better address it, medical schools in Chinese mainland need to revisit how their ″mission, vision and values″ are articulated and communicated to the world. Thus each medical school can align the understanding and pace in the implementation of action plans under the guidance of its mission statement and realize the goals and vision accordingly.
Chen Weiying
,
Shi Mengze
,
Zuo Huali
. Thinking medical schools′ articulation of ″mission, vision and values″ in the new era with an international perspective[J]. Chinese Journal of Medical Education, 2023
, 43(12)
: 887
-891
.
DOI: 10.3760/cma.j.cn115259-20230205-00096
[1] 国务院办公厅印发《关于加快医学教育创新发展的指导意见》[J].中华医学信息导报,2020,35(18):2. DOI: 10.3760/cma.j.issn.1000-8039.2020.18.101.
[2] 武艳, 赵颖, 谢千池, 等. 我国高等医学院校医学人才培养体制现状调查与分析[J].医学教育管理,2021,7(2):196-200. DOI: 10.3969/j.issn.2096-045X.2021.02.019.
[3] Qiao J, Wang Y, Kong F, et al. Medical education reforms in China[J]. Lancet, 2023,401(10371):103-104. DOI: 10.1016/S0140-6736(22)02629-0.
[4] 周济. 在“医学教育国际标准研讨会”开幕式上的讲话[J].医学教育,2002(4):1-2.
[5] Scott JC. The mission of the university: medieval to postmodern transformations[J]. The Journal of Higher Education, 2006, 77(1):1-39. DOI: 10.1080/00221546.2006.11778917.
[6] 赵文华, 周巧玲. 大学战略规划中使命与愿景的内涵与价值[J].教育发展研究,2006,26(13):61-64.DOI: 10.3969/j.issn.1008-3855.2006.13.016.
[7] 蒋关军. 基于价值观管理的大学文化建设[J].广西师范大学学报(哲学社会科学版),2015(3):153-158. DOI: 10.16088/j.issn.1001-6597.2015.03.026.
[8] 孙宝志. 中国与美国医学课程详细比较及重要借鉴[J].医学教育,2002(4):16-19,2. DOI: 10.3760/cma.j.issn.1673-677X.2002.04.008.
[9] 廖凯举, 由由, 谢阿娜, 等. 美国一流医学院临床医学博士课程体系的比较分析[J].复旦教育论坛,2021,19(3):106-112.DOI: 10.3969/j.issn.1672-0059.2021.03.021.
[10] Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world[J]. Lancet, 2010,376(9756):1923-1958. DOI: 10.1016/S0140-6736(10)61854-5.
[11] 陈伟英. 唐诗主语省略英译补出现象——解读文化差异及意境不可译性[J].浙江大学学报(人文社会科学版),2006,36(6):177-186. DOI: 10.3785/j.issn.1008-942X.2006.06.023.
[12] 钟晓敏. 新时代高等教育高质量发展论析[J].中国高教研究,2020(5):90-94. DOI:10.16298/j.cnki.1004-3667.2020.05.15.
[13] 贺祖斌. 论高等教育高质量发展的十大要点[J].高校教育管理,2020,14(5):42-48,124. DOI: 10.13316/j.cnki.jhem.20200829.005.
[14] 李守强, 刘月, 冷晓萍. 中美医学教育模式的差别对我国医学教育的启示[J].中华医学教育探索杂志,2015(1):14-16. DOI: 10.3760/cma.j.issn.2095-1485.2015.01.004.
[15] 张新平, 陈俊国. 中、美、英医学院校人文素质教育比较研究与启示[J].中华医学教育探索杂志,2015(3):224-227. DOI: 10.3760/cma.j.issn.2095-1485.2015.03.003.
[16] Cooke M, Irby DM, Sullivan W, et al. American medical education 100 years after the Flexner report[J]. N Engl J Med, 2006,355(13):1339-1344. DOI: 10.1056/NEJMra055445.
[17] Beck AH. The Flexner report and the standardization of American medical education[J]. JAMA, 2004,291(17):2139-2140. DOI: 10.1001/jama.291.17.2139.
[18] Farmer PE, Rhatigan JJ. Embracing medical education′s global mission[J]. Acad Med, 2016,91(12):1592-1594. DOI: 10.1097/ACM.0000000000001433.
[19] 由由, 李曼, 谢阿娜, 等. 由具体规定向宏观原则的转变:本科医学教育全球标准新变化及本土适用条件分析[J].中国高教研究,2022(11):68-74. DOI: 10.16298/j.cnki.1004-3667.2022.11.09.
