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The paradigm transformation of medical education in the context of the new technological revolution era Wang Weimin 2024, 44 (6):  401-406.  DOI: 10.3760/cma.j.cn115259-20240405-00352 Abstract ( 222 )   PDF (844KB) ( 231 )   Medical education in the new technological revolution, especially in the era of artificial intelligence, will undergo profound changes. The increasing public demand for health, complex and diverse health systems, medical education in the popularization stage, and continuously developing and updating medical knowledge all pose new challenges to the reform and development of medical education. This article reviews the process of the fourth education revolution triggered by the new technological revolution, and then proposes the concept and characteristics of the fourth generation of medical education reform in the context of the new technological revolution, especially artificial intelligence, after reviewing the reform process of the three generations of medical education. The article proposes that the fourth generation of medical education reform faces a new transformation from disease-centered to health-centered. The organizational model of medical education faces reconstruction, and the mechanism and system of medical education face significant changes. Updating the concept of medical education, innovating the talent training system guided by health needs, and establishing a new paradigm of medical education supported by artificial intelligence, which is health-centered and characterized by crossover, cross-border, and integration, has become the content of a new generation of medical education reform. References | Related Articles | Metrics

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Content analysis of medical personnel training relevant policy texts in China from the perspective of policy tools Li Lu, Jiao Nan, Yuan Na 2024, 44 (6):  407-411.  DOI: 10.3760/cma.j.cn115259-20230804-00086 Abstract ( 122 )   PDF (798KB) ( 81 )   Objective To conduct a systematic analysis of the current medical personnel training policies by using policy tools, and to inform subsequent formulation and implementation of national medical personnel training policies. Methods Using the content analysis method, 41 policy texts published at the national level in China from 2014 to 2023 that can reflect the training and education of medical talents (including traditional Chinese medicine) were selected and coded into 497 analysis units, which were analyzed from the aspects of issuing institution, issuing time, use of policy tools and elements of talent training. Results Among the 41 policy texts, 13 (31.7%) were published jointly by multiple departments, and 22 (53.7%) were published between 2015 and 2017. Of the 497 analysis units, 288 (57.9%) used authoritative tools (prescribed, permitted, prohibited), 162 (32.6%) paid attention to teaching management and 33 (6.6%) paid attention to teacher training. Conclusions In recent 10 years, there are many joint publications of multi-departments on medical talent training policy in China, and the publication time is concentrated from 2015 to 2017. Since the use of policy tools is not balanced, so it is suggested to optimize the combination of policy tools. There are great differences in the attention of each element of talent training, so it is suggested to make overall arrangements. References | Related Articles | Metrics

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The mediating effect of perceived organizational justice on the relationship between job satisfaction and knowledge team innovation ability of medical college teachers Ma Xing, Zheng Dan , Zhang Shue , Zhao Chenxi , Zhu Liyan , Zhao Jiyang 2024, 44 (6):  412-415.  DOI: 10.3760/cma.j.cn115259-20230728-00043 Abstract ( 60 )   PDF (788KB) ( 48 )   Objective To examine the effect of job satisfaction on knowledge team innovativeness among medical school faculty and to test the mediating role of perceived organizational equity in the relationship between job satisfaction and knowledge team innovativeness. Methods From September 1 to September 30, 2021, 561 teachers from four medical colleges and universities in Heilongjiang Province were selected as survey subjects through a stratified convenient sampling method through online questionnaire survey,and investigated their sense of perceived organizational justice,job satisfaction and knowledge team innovation ability.The data were analyzed by means of a web-based questionnaire using descriptive statistics, Pearson correlation coefficient, and bias-corrected percentile Bootstrap method. Results The job satisfaction score of medical school teachers is (3.73±0.93), the perceived organizational fairness score is (4.15±0.94), and the knowledge team innovation ability score is (4.89±1.04).The job satisfaction of medical school teachers is positively correlated with organizational fairness and knowledge team innovation ability (r values of 0.604 and 0.547, both P<0.01); Job satisfaction positively predicts the innovation ability of knowledge teams, with a standardized direct effect of 0.187, accounting for 30.106% of the total effect. The standardized mediating effect of perceived organizational fairness between job satisfaction and knowledge team innovation ability is 0.435, accounting for 69.894% of the total effect. Conclusions The job satisfaction of medical school teachers has a positive effect on the innovation ability of knowledge teams, and perceived organizational fairness has a significant mediating effect between job satisfaction and knowledge team innovation ability. References | Related Articles | Metrics

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Construction of evaluation index system of basic nursing practice teaching based on CIPP Evaluation Mode Xiao Yingjing, Ni Chunping, Lou Yan, Li Zhaohui, Lin Yue, Li Yang, Hua Yan 2024, 44 (6):  416-420.  DOI: 10.3760/cma.j.cn115259-20230808-00106 Abstract ( 74 )   PDF (830KB) ( 46 )   Objective To construct the evaluation index system of basic nursing practice teaching based on the CIPP Evaluation Model. Methods In January 2023, through literature research and teacher-student interviews, the evaluation index system of basic nursing practice teaching based on the CIPP Evaluation Mode was preliminarily determined. Subsequently, February to April 2023, 17 experts were consulted by the Delphi method for 2 rounds. The analytic hierarchy process was used to calculate the index weight and consistency rate. Results The questionnaire recovery rates of the two rounds of consultation were all over 0.7, the authority coefficients were 0.88 and 0.86, respectively, and Kendall's W values were 0.229 and 0.241 (all P<0.001). Finally, the evaluation index system of basic nursing practice teaching is formed, which includes 4 first-level indicators, 14 second-level indicators, and 60 specific contents. The consistency rate(CR)of each level of indexes was ≤0.1. Conclusions The evaluation index system of practical teaching of basic nursing based on CIPP Evaluation Mode is consistent, sound and reliable, and can inform the evaluation of basic nursing practice teaching. References | Related Articles | Metrics

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Construction and reflection on the competency milestone evaluation system for surgical internship positions for undergraduate nursing students Huang Tianwen, Deng Lijun, Liu Yuanyuan, Zhang Weiling, Huang Xiaomin, Li Na 2024, 44 (6):  421-425.  DOI: 10.3760/cma.j.cn115259-20230830-00183 Abstract ( 45 )   PDF (806KB) ( 33 )   Objective To construct a milestone evaluation system for nursing undergraduates' competency in surgical internship positions. Methods From May to July 2022, the first draft of the evaluation system was formulated through literature review and expert meeting method; from August to October 2022, 2 rounds of correspondence inquiry were conducted by Delphi method, and the evaluation was conducted through the positive coefficient of experts, the authority coefficient of experts, the degree of coordination of experts' opinions and the degree of concentration, so as to finalize the evaluation system. Results A total of 18 experts were selected from Level 3A comprehensive teaching hospitals in Beijing, Shanghai, Sichuan, Hubei, and Guangdong to conduct the correspondence inquiry. the expert authority coefficient of the 2 rounds of expert correspondence inquiry was 0.90, the positive coefficient of the experts was 100%, and the Kendall's harmony coefficients were 0.194 and 0.474, respectively. the final evaluation system of the milestone of the competency of the undergraduates surgical internship positions in the nursing program included 6 primary indicators, 28 secondary indicators. Conclusions The evaluation system constructed in this study is authoritative, and the index system has good reliability and validity, is scientific, reliable and operable, and can provide a reference for comprehensive and Objective evaluation of the comprehensive competence of undergraduate nursing students' surgical internship. References | Related Articles | Metrics

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Defining professionalism in medical education and a preliminary study of medical students' perception of professionalism Sun Qing, Zhang Xiaoyu, Ren Ci, Sun Yu 2024, 44 (6):  426-430.  DOI: 10.3760/cma.j.cn115259-20230523-00526 Abstract ( 69 )   PDF (800KB) ( 54 )   Objective To define professionalism in medical education and to discover Chinese medical students' attitudes toward and understanding of medical professionalism. Methods In November 2022, the initial definition was constructed by literature research method. From March 2023 to April 2023, a questionnaire survey method was employed to gather data from 451 medical students at Shandong University. Descriptive statistical analysis was conducted on the data. Results The implications of 16 elements across 3 tiers were summarized and a questionnaire was developed to align with this analysis. A total of 451 valid questionnaires were returned. It included quantitative responses and some open-ended comments. The results showed that 110 (24.4%) students who understood the concept of professionalism. Medical students have a low recognition of the connotation of ″altruism″ [179 (39.7%)] and ″timely reporting of colleagues' dereliction of duty and medical malpractice″ [210 (46.6%)]. And more than 90% of students agreed that themselves or the physicians they work with can practice professionalism in their daily work. A total of 272 (60.3%) students concurred that schools and hospitals serve as the primary venues for cultivating professionalism. Conclusions The current understanding of the professionalism among medical students is not optimistic. Professionalism cultivation is an educational priority for medical students, which needs to be carried out in stages and long-term. It is necessary to pay attention to the professionalism cultivation of clinical teachers as well, and form the cultivation atmosphere of full participation, full coverage, and the whole process. References | Related Articles | Metrics

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Investigation of mixed-view standardized video for cardiopulmonary resuscitation training Zheng Kang, Gao Yang, Liu Chen, Li Shu, Tian Ci, Ma Li, Ma Qingbian 2024, 44 (6):  431-435.  DOI: 10.3760/cma.j.cn115259-20230519-00514 Abstract ( 75 )   PDF (2800KB) ( 94 )   Objective To explore the learning experience of using mixed-view standardized videos in cardiopulmonary resuscitation (CPR) training. Methods From September to December 2022, a questionnaire survey was conducted among 60 medical students who participated in CPR training at Peking University Third Hospital and 144 medical staff in the emergency department of the same hospital to understand their feedback on mixed first-person and third-person view videos. Data were analyzed using rank sum tests and chi-squared tests. Results The satisfaction score (out of 5 points) of medical staff with mixed-view videos was higher than that of students [5.0(0) points vs. 5.0(1.0) points]. The satisfaction rate with the demonstration effect of breathing check in first-person view videos and the ″picture-in-picture″ form of mixed-view videos was higher than that of students [93.8%(135/144) vs. 83.3%(50/60), 79.2%(114/144) vs. 63.3%(38/60)], and the differences were statistically significant (all P<0.05). The satisfaction rate of medical staff in demonstration effect of response check in first-person view video was 88.9% (128/144), and the satisfaction rate of students was 80.0% (48/60), with no statistically significant difference (P>0.05). Medical staff considered that the main advantage of mixed-view videos was intuitiveness [67/144 (46.5%)], while the main disadvantage was that the first-person view screen was too small [15/144 (10.4%)]. Students considered that the main advantage of mixed-view videos was intuitiveness [22/60 (36.7%)], while the main disadvantage was that two synchronized images distracted attention [12/60 (20.0%)]. Conclusions The mixed-view CPR training video can integrate the advantages of different view images and may become an important type of standardized training video in the future. References | Related Articles | Metrics

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Application of scenario simulation in emergency skills teaching for clinical medicine students Pan Xiaodong, Li Youyu, Zhang Shuo, Zhang Yi, Kong Wanquan 2024, 44 (6):  436-439.  DOI: 10.3760/cma.j.cn115259-20230903-00196 Abstract ( 119 )   PDF (787KB) ( 115 )   Objective To investigate the application of scenario simulation in emergency skills teaching of clinical skills courses for clinical medicine students. Methods The experimental-control method was adopted. From March to May 2021, 60 five-year program undergraduate students enrolled in 2017 majoring in clinical medicine from the Second Clinical Medical College of Wenzhou Medical University were selected as research subjects. A class of 29 people was randomly divided into an experimental group, and scenario simulation was adopted in the clinical skills course of emergency skills; another class of 31 people was set as the control group, and traditional teaching methods were used in the same course. Teaching effectiveness was evaluated through final emergency knowledge and skills exam scores of two groups of students, as well as the results of a questionnaire survey. T-test and Chi-squared Test were used to analyze the data. Results The emergency knowledge exam scores and skill exam scores of the experimental group students were higher than those of the control group [(85.75±4.41) vs.(82.04±6.13), (88.79±1.64) vs. (84.64±5.15)], and the differences were statistically significant (all P<0.05).The experimental group of students believed that scenario simulation had a higher proportion of benefits in improving learning initiative[86.2%(25/29) vs. 61.3%(19/31)], enhancing teamwork ability[69.0%(20/29) vs. 32.3%(10/31)], creating an active classroom atmosphere[89.7%(26/29) vs. 67.7%(21/31)], and overall satisfaction[96.6%(28/29) vs. 77.4%(24/31)] compared to the control group, and the differences were statistically significant (all P<0.05). Conclusions The situational simulation can help improve students' clinical skills courses exam scores, enhance their learning initiative and teamwork ability, liven up the classroom atmosphere, and enhance their overall satisfaction. References | Related Articles | Metrics

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Analysis on academic innovation ability and its influencing factors of postgraduates with master of public health An Hongqing, Xing Jie, Yin Xiaoqin 2024, 44 (6):  440-443.  DOI: 10.3760/cma.j.cn115259-20230912-00243 Abstract ( 62 )   PDF (787KB) ( 52 )   Objective To explore the academic innovation ability and its influencing factors of postgraduates with Master of Public Health. Methods A total of 682 postgraduates with master of public health from 6 medical colleges in Shandong Province were enrolled by stratified random sampling. A questionnaire survey was conducted on academic innovation ability and its influencing factors, and t-test was used to compare the two groups, and multivariate Logistic regression analysis was used to analyze the influencing factors. Results The total score of academic innovation ability of postgraduates with master of public health was (61.32±1.04), the total scores of the four dimensions was (10.81±0.92) for personal traits, (22.75±0.86)for vocational attainments, (17.88±1.02) for basic abilities and (7.07±0.94) for thinking characteristics, respectively. The main factors that affected the academic innovation ability of postgraduates with master of public health included academic platform, teacher-student relationship, scientific research participation, academic motivation, learning style and tutor academic support (t=5.95、10.09、10.23、20.88、10.97、10.44,all P<0.05). Conclusions The academic innovation ability of postgraduates still has great room for improvement. Focus should be placed on such dimensions as individual characteristics and basic abilities; the main influencing factors were academic platform, teacher-student relationship, and scientific research participation, academic motivation, learning style and tutor academic support. It is suggested that measures should be taken to improve the academic innovation ability of postgraduates, such as optimizing the construction of discipline groups, perfecting the double tutorial system and enhancing their scientific research empowerment. References | Related Articles | Metrics

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Analysis of the implementation status and improvement measures of standardized training for specialists in Shanghai Tian Hong, Han Lin, Xu Haiyan, Shen Zongdi, Gu Yiqin, Zhao Yuanyuan 2024, 44 (6):  444-449.  DOI: 10.3760/cma.j.cn115259-20231011-00344 Abstract ( 52 )   PDF (846KB) ( 36 )   Objective To analyze the implementation of standardized training for specialists in Shanghai, the problems and gaps in management, and relevant countermeasures. Methods This is a retrospective analysis of the standardized training for specialists in Shanghai from 2013 to 2023, including the establishment of specialized colleges (including sub specialized colleges) and bases, recruitment of training subjects, graduation, rotation of training, and their satisfaction with training. Results As of 2023, a total of 466 specialists training bases had been identified, covering 35 tertiary medical institutions in Shanghai, with 66 specialties set up. All of them had basically completed seamless integration with standardized training subjects for residents, achieving full coverage of clinical specialties. From 2013 to 2022, a total of 9 656 specialists were recruited, 5 647 of them had completed their studies. Out of 3 867 specialists from 2019 to 2022, 3 551(91.83%) of them came from their own hospital. A total of 1 741 specialists had completed all training rotations and participated in the comprehensive ability assessment for graduation from 2021 to 2023, 1 576(90.52%) of them were assigned with fixed tutors, 1 644(94.43%) of them were satisfied or mostly satisfied with the management of their training hospitals. Conclusions At present, the standardized training of specialists in Shanghai has formed a training management system led by the health administrative department and academic associations. The overall implementation status is remarkable, but it is necessary to improve and develop mechanisms for its management and operation from aspects such as improving the training system framework, strengthening process management, and faculty development, and more importantly, to advocate for its important position and role from laws and regulations. References | Related Articles | Metrics

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Current status and training need of public health service ability for graduates of standardized training for general practice resident physicians Ge Jianli, Geng Shasha, Ren Guangwei, Zhang Yali, Jiang Hua 2024, 44 (6):  450-453.  DOI: 10.3760/cma.j.cn115259-20230714-00690 Abstract ( 47 )   PDF (793KB) ( 33 )   Objective To investigate the current status and training needs of public health service capabilities among graduates of standardized training for general practice resident physicians. Methods From May to December 2022, 417 graduates of standardized training for general practice resident physicians from 6 community health centers in Shanghai were selected to participate in an online questionnaire survey to understand the basic situation, public health service needs in grassroots work, self-assessment of public health service capabilities, current status and needs of public health service capabilities training. Results Among the 417 trainees, 138(33.1%) trainees agreed that general practitioners should be the main bearers of grassroots public health service management, and 155(37.2%) trainees agreed that general practitioners need to have the ability to handle public health service issues. In the self-assessment of public health service capabilities, 352(84.4%) trainees mastered health record management and only 97(23.3%) trainees mastered severe mental disorder patient management. 215(51.6%) trainees believed that the coverage rate of public health service training received during standardized training was less than 50% in actual work. In addition, 367(88.0%) trainees believed it should be necessary to strengthen relevant skill training. Conclusions Graduates of standardized training for general practice resident physicians have inadequate awareness of public health service capabilities, insufficient public health service capabilities, and a lack of relevant training. It is recommended to integrate more into the cultivation and teaching of public health service capabilities during the stage of standardized training for resident physicians. References | Related Articles | Metrics

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Research on the construction of a teaching evaluation index system for medical college students based on outcome-based education Hou Jingyuan, Qian Wenyi, Wang Xuanxuan, Yu Rongbin 2024, 44 (6):  454-457.  DOI: 10.3760/cma.j.cn115259-20231031-00421 Abstract ( 90 )   PDF (781KB) ( 125 )   Objective To construct a teaching evaluation index system for medical college students based on the concept of outcome-based education, providing empirical reference for medical educators. Methods A preliminary indicator system was constructed through literature analysis, and 24 experts were consulted twice using the Delphi method. Then, the weights of each indicator were calculated using the Analytic Hierarchy Process. Results The response rates of the two rounds of expert consultation questionnaires were both 100.0%, with expert authority levels of 0.87. The Kendall coordination coefficients were 0.241, 0.157, 0.125, and 0.280, 0.166, and 0.131, respectively, and the results were statistically significant (P<0.05). The final constructed indicator system includes 4 primary indicators, 11 secondary indicators, and 24 tertiary indicators. The first level indicator with the highest weight is learning gain (0.501), and the second level indicator with the highest weight is ability development (0.246). Conclusions The constructed evaluation index system for medical college students is scientific and fully reflects the underlying principles of outcome-based education, combined with the characteristics of medical education, which can provide a basis for the construction of evaluation tools in the future. References | Related Articles | Metrics

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Influencing factors of the satisfaction of the National Traditional Chinese Medicine Classics Proficiency Level Examination and their internal relationship Yang Ruining, Jiao Nan, Yuan Na, Hu Xinyue, Ji Liuyan, Huo Haihong, Gu Xiaohong 2024, 44 (6):  458-461.  DOI: 10.3760/cma.j.cn115259-20230713-00687 Abstract ( 39 )   PDF (786KB) ( 15 )   Objective To explore the influencing factors of the satisfaction of the national traditional Chinese medicine (TCM) classics proficiency level examination and the internal relationships among them, so as to inform the examination reform and the training of TCM practitioners. Methods In this study, the questionnaire method was used and a self-designed questionnaire with 19 entries in 4 dimensions (knowledge, practice, values, appraisal) and satisfaction was used. The questionnaire was administered to 3 369 students who took the examination in 40 medical schools across the country in august 2022, and the results were analyzed with descriptive statistics and structural equation modeling. Results Students scored (15.66±3.64) points for students' knowledge dimension, (15.69±3.63) points for practice dimension, (20.61±4.45) points for value dimension, and (11.25±2.50) points for appraisal dimension. The satisfaction score was (11.99±2.57). The score of practice, value and appraisal dimension had positive effects on satisfaction score (β=0.353, 0.432, 0.190, P<0.001). The score of practice dimension had positive effects on the value dimension and test paper quality dimension (β=0.470, 0.732, P<0.001). “appraisal” dimension score had positive effects on students' value dimension scores (β=0.420, P<0.001). The score of students' knowledge dimension had a positive effect on the score of practice dimension (β=0.979, P<0.001). Conclusions Students have high satisfaction with exams. The stronger the students' practical ability and the higher their evaluation of the examination, the higher their satisfaction with the examination. It is recommended to cultivate students' ability in stages and continuously improve the construction of the national traditional Chinese medicine classics proficiency level examination to enhance the quality of the examination. References | Related Articles | Metrics

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Construction of entrance and exit standards for the training of general practitioners with a special interest on cardiovascular diseases based on Delphi method Zheng Yuanyuan, Liu Ying, Yin Pei, Ye Kangli, Ren Jingjing 2024, 44 (6):  462-466.  DOI: 10.3760/cma.j.cn115259-20230824-00162 Abstract ( 28 )   PDF (833KB) ( 19 )   Objective Discuss the entrance and exit standards for the training of general practitioners with a special interest on cardiovascular diseases. Methods The first draft of entrance and exit standards was initially formed through literature research and interviews. From July to December 2021, using the Delphi method, 23 experts are invited to participate in two rounds of consultation, from which the importance assignment of each indicator was counted. Results The response rate of the two rounds of consultation questionnaires was 100.0%, and the expert authority coefficients were 0.89 and 0.88 respectively, with a Kendall coordination coefficient W values being 0.137 and 0.134 (all P<0.001), respectively. Finally, a total of 17 indicators and evaluation contents in 8 dimensions are confirmed. Among them, the entrance standard includes 6 indicators and evaluation contents in 4 dimensions, and the exit standard includes 11 indicators and evaluation contents in 4 dimensions. Conclusions The initially constructed entrance and exit standards for the training of general practitioners with a special interest on cardiovascular diseases are both scientifically sound and reasonably practical, and can serve to inform the professional development of this particular group of trainees. References | Related Articles | Metrics

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A comparative analysis of the scores by self-assessment and by the examiners of anesthetic standardized resident training final examination in Beijing Huo Fei, Ju Hui, Feng Yi, Chang Lianfang 2024, 44 (6):  467-470.  DOI: 10.3760/cma.j.cn115259-20230331-00344 Abstract ( 49 )   PDF (791KB) ( 40 )   Objective To compare the scores of a video-based surgical assessment by the examiners and the examinees to find out pitfalls in the process of standardized resident training in anesthesia. Methods Using a full sample survey method, a questionnaire survey was conducted on 193 resident anesthesiologists who participated in the Beijing residency training clinical practice ability graduation assessment in June 2022, along with its operation assessment video and assessment results as the data source to act as the candidates' clinical practice ability assessment results. The self-evaluation of the candidates was obtained. Student t-test or paired t-test was used for data analysis. Results There were no obvious differences between the scores by examinees or by examiners in the assessment of spinal anesthesia[(28.39±1.32)vs.(28.26±1.32),P=0.317].In arterial catheterization, endotracheal intubation, central venous catheterization and electric defibrillation, the scores by the examinees were significantly higher than those by the examiners [(28.99±1.32) vs. (27.95±1.33), (29.06±1.30) vs. (28.28±1.29), (29.07±1.30) vs. (28.37±1.35), (59.44±1.95) vs. (57.78±1.42), all P<0.05]. The scores by the examinees were significantly higher than those by the examiners in area related to the procedure protocols, aseptic principles, simulator-related items, and non-technical skills[for example, position and fixation of the endotracheal tube: (1.93±0.19) vs. (1.75±0.29), the sterility principle during spinal anesthesia: (1.98±0.13) vs. (1.86±0.27), the recognition of the central venous canal, the cleaning of the skin of patient: (2.94±0.24) vs. (2.66±0.70), the electrode plate during the electric defibrillation: (1.85±0.33)vs.(0.98±0.94), all P<0.05 ]. Conclusions There is a deviation in self-perception of arterial catheterization, endotracheal intubation, central venous catheterization, cardiopulmonary resuscitation and electrical defibrillation in resident anesthesiologists. In the skill training, residents should strengthen the study of clinical operation norms and aseptic principles, and strengthen the cultivation of their non-operational skills. References | Related Articles | Metrics

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Overview and implications of the MD program training model at Duke-NUS Zhu Liubao, Chao Shuang, Chen Xuyan 2024, 44 (6):  471-475.  DOI: 10.3760/cma.j.cn115259-20230724-00026 Abstract ( 61 )   PDF (828KB) ( 46 )   This article reviews the training model of the Doctor of Medicine (MD) program at Duke-NUS Medical School (Duke-NUS) in Singapore based on the field research findings. The MD program at Duke-NUS aims to cultivate outstanding clinicians with diversification potential of ″med+ X″, which is composed of four modules: clinical professional course module, clinical practice training module, research ability training module, and comprehensive professionalism training module. The clinical professional course module primarily adopts an integrated curriculum teaching model, introducing the team based learning teaching method. The clinical practice training module consists of four stages: fundamentals of clinical practice: clinical clerkship, advanced clinical rotation and student-in -practice, embody the characteristics of early exposure to clinical practice and adequate clinical training. The research ability training module focuses on concentrated research training based on research methodology-related courses. The comprehensive professionalism training module runs throughout the program, assisting students in preparing for safe medical practice at various stages of academic growth. The MD program at Duke-NUS has developed a comprehensive curriculum and improved teaching method. Its successful experience can serve as a basis and reference for the reform of medical education model and the cultivation of medical compound talents in China. References | Related Articles | Metrics

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The experiences and enlightenment of American lifestyle medicine curriculum reform Mou Baohua, Cui Lei 2024, 44 (6):  476-480.  DOI: 10.3760/cma.j.cn115259-20230912-00244 Abstract ( 54 )   PDF (833KB) ( 40 )   American medical schools have innovated curriculum reform, carried out lifestyle medicine courseswith a clear goal of professional core competence, and gradually changed the disease-centered medical education model to the health-centered education model. This paper takes the University of South Carolina School of Medicine Greenville as an example to introduce its reform experiences in different stages of the design, development, implementation and evaluation of the lifestyle medicine course, and draws on its successful experience of cultivating professional core competences, keeping close to social needs, and scientifically applying systematic instructional design theories and methods, so as to provide reference for our medical education peers. References | Related Articles | Metrics