The curriculum system is regarded as a pivotal component of medical education. To systematically investigate the curriculum frameworks of leading American medical institutions and derive insights for advancing medical education reform in China, the doctor of medicine (MD) curriculum systems from four prominent American medical schools(Harvard Medical School, Johns Hopkins University School of Medicine, University of Michigan Medical School, and Mayo Clinic) were examined. A comprehensive analysis was conducted focusing on their curricular structures across three distinct phases: pre-clerkship, clerkship, and post-clerkship. During the pre-clerkship stage, integrated curricula organized through organ system-based modular approaches are predominantly implemented, with particular emphasis being placed on early clinical exposure for students. The clerkship phase is characterized by the adoption of longitudinal integrated clerkship models, through which the integration of theoretical knowledge with clinical competencies is systematically reinforced, along with the harmonization of medical expertise and humanistic care principles. In the post-clerkship stage, priority is given to the enhancement of professional medical ethics and the cultivation of scientific research capabilities, while diversified academic pathways and career development opportunities are provided. These institutional practices——encompassing curriculum integration methodologies, longitudinal integrated clerkship, medical humanities curriculum design, interdisciplinary collaboration skill development, and professional competency cultivation are proposed to be strategically adapted to China′s educational context. Through such localized implementation, the establishment of an optimized medical education framework is anticipated, ultimately contributing to the advancement of high-quality medical talent cultivation.
Xie Zhen
,
Hou Jianlin
,
Zhang Xiaomin
,
Xie Ana
. Analysis of the curriculum system for doctor of medicine training in four American medical schools[J]. Chinese Journal of Medical Education, 2025
, 45(6)
: 471
-475
.
DOI: 10.3760/cma.j.cn115259-20240614-00605
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