Systematic Research On The Training Model Of Biomedical PhDs

The research aims at systematically reviewing the structure, function, environment, evolutionary characters and developmental trend of the PhD training model system, for the purpose of finding inherent pattern and bringing forward some practical suggestions on the training model of biomedical PhDs in China.The whole dissertation includes 5 parts: Concept and definition of the PhD training model and its elements; Comparative study on historical developmental process and the current state of the training model of oversea and domestic biomedical PhDs; Case investigation and analysis; The structure, function, environment, evolutionary characters and developmental trend of the PhD training model system; suggestions on the training model of biomedical PhDs in China.The training model involves the idea, aim, subject, object and mode, which bring about a steady structure by self-organization. Evolutionary process of the training model of foreign and domestic biomedical PhDs generally went through stages of teaching orientation, research orientation and all around orientation. France, England, German, America and Russia are the countries where the training model of PhD originated. While, the PhD training model in both Japan and China, including mainland, Taiwan and Hongkong was transplanted from the above countries. The PhD training model system evolves in environment of politics, economics and culture and takes on characters of fractal, self-organization & hetero-organization and linearity & non-linearity. The idea subsystem acts as a guide. The subject subsystem serves as a entity. The motion subsystem plays a role as fulfilling function. As a whole, the PhD training model system bring about functions of cognitional subject, educational entity and cultural carrier.In China, orientation of the training idea firstly should be transformed from imparting to innovating in order to optimize the training model of biomedical PhDs. Secondly, a high level of mentors' qualifications should be maintained and mentor group should be adopted as the guiding mode. Thirdly, more attention should be paid to multi-discipline background and scientific research potential of biomedical PhD candidates. Fourthly, more courses of interdiscipline and social sciences should be set and seminars should be highly advocated. Length of schooling should be elastic from 3 to 6 years. Dissertations should be innovative and some candidates should be eliminated through examination and selection. Finally, a free environmental atmosphere should be built around the training model system to promote its effect of self-organization.