The Research On The Medical Education Of British-American

After Shanghai established the first missionary hospitals in 1844, the medical missionary resolved the problem of successor by culture apprentice. Since the development of medicine, this approach can not meet the requirement of training. So they some educational institutions of Western medicine, which are divided into three juntas: British-American, Franco-Belgian, German-Japan. In 1896, St. John's College reorganized, then they established the formal Medical Department, which marked the beginning of Shanghai modern western education, and become the representative of Shanghai British-American School of Medical Education. St. John is also the first Chinese missionary university to establish the Medical Department. The academia lack for the research of missionary university's medical education, especially for one missionary university's medical education. In this regard, the specialized and depth study of the medical education of St. John's University in Shanghai is important for the depth understanding of higher education during the late Qing Dynasty and the Republic of China and history of China's medical development.By analyzing a large number of original texts and academic achievement, the thesis systematically show the situation of the higher medical education of St. John's University, which from 1896 to 1952, and it is also the representative of British-American. This thesis is divided into four parts. Part one is a brief introduction of the act of H. W. Boone, who introduce American-style medical education model into St. Luke's Hospital and closely follow the global trend of medical education and design the development of the medicine. The second part concerns about the act of J. C. McCracken, who is the first dean of the Pennsylvania Medical School Being The Medical Department of St. John's University. He brought golden era to the St. John's medical education. The third part discusses the development efforts of J. C. McCracken and P. C. Nyi in the war. The third part concerns about the thoughts and acquisition of the author, such as the school characteristics, teaching hospitals, specialized teachers and liberal education, far reaching historical impact.