RÉSUMÉ
Objective:To explore the reform plan for the integration of doctoral degree education in clinical medicine and standardized training for specialists.Methods:Using the literature analysis method and expert interview method, the preliminary framework of the merger training program was initially constructed, and Delphi method was used to determine the final index system. Excel 2010 was used to make data entry, and SPSS 19.0 was used for statistical analysis.Results:After two rounds of inquiry, the preliminary framework of the merger training program was finally determined from six aspects: enrollment methods, training resources, training content, training methods, training assessment and quality control, including 6 first-level indicators, 26 second-level indicators and 72 third-level indicators.Conclusion:By scientifically formulating systematic training programs, establishing the core training content and comprehensive evaluation system with post competency, and using flexible academic system, it provides a basis for carrying out the reform of the integration of doctoral education of clinical medicine and standardized training of specialists.
RÉSUMÉ
Objective In order to understand the identity of medical students for the standardized training for specialists,and provide theoretical support and policy reference for it.Methods Using the method of stratified sampling and quota sampling,2 367 medical students were selected from 17 universities in 7 administrative regions of the country to carry out anonymous electronic questionnaire survey.The results were analyzed by SPSS 19.0,with methods of mean comparison,ratio constituent and Chi-square test.Results In the survey,only 231 samples had a good understanding of specialist training for specialists,which accounted for 9.8％.And there were statistical differences between different types of medical students (x2=40.5,P＜0.05) and different administrative areas (x2=33.7,P＜0.05).17.0％ of the samples have shown that they would take participate in the special training system initiatively;641 samples (22.9％) had a positive attitude towards the system,and 782 samples (33％) did not.The main reasons for non-support included low treatment (71.8％),long training time for becoming a doctor (87.7％) and the difficulty of ensuring the training quality (59.1％).Conclusion The research can shed some lights on standardized training for specialists including establishing a network communication platform to improve the efficiency,increasing financial investment,setting up a mechanism to link the capital input to training quality to ensure the treatment of trainees,exploring the training mode of combining standardization training and doctorate training to shorten the training period,reforming the personnel system and incorporating specialists training system into the promotion conditions of professional titles.