The Case Study On Talent Training Of X-undergraduate Medical College

In the last decades, to improve the quality of global medical education, the World Federation of Medical Education (WFME) and the Chinese Medicine Board at New York (CMB) proposed international standards and global minimum essential requirements (GMER) for undergraduate medical education, respectively. To further push forward the internationalization of Chinese medical education and improve the quality of medical education in China, Medical Education Standards Study Group was founded in China in 2002. In September 2009, the Ministry of Education and the Ministry of Health jointly issued Undergraduate Medical Education Standards for Clinical Medicine Major. Both international and Chinese medical education standards recognized the differences between different medical colleges and areas. At the same time, both considered that each medical college should reach the basic standards and also try to reach the high quality standards according to its situation. Medical Education Standards not only regulated the general aims and process of professional training, but also emphasized education quality. It provided the references of internationalization in medical education and proposed the requirements for the new model of medical training as well.Through comparing Chinese standards with international standards in medical education and analyzing the present situation of Chinese higher medical education, we found large gaps between the two standards for the medical training. Among them, outstanding differences were goals of medical training, educational guiding ideology, curricular intercalation, teaching methods, scientific research, career attitudes, behavior and ethics.Based on the analysis and comparison between the domestic and international medical education standards, considering the status of personnel training of higher medical education in our country as well as the experience of many medical colleges in China, this paper proposed a series of suggestions:1) to upgrade educational thinking, and change concepts of education; 2) to establish personnel requirements, and re-orientation of training objectives; 3) to focus on training objectives, and deepen curriculum reform to; 4) to improve their teaching methods and ensure the quality of medical education and explore new training model of clinical practice.