|1.||Raising the academic level of five- and seven-year programs to meet the needs of hospitals at the county level and above;|
|2.||Expanding and consolidating the three-year program to meet the needs of township hospitals and clinics;|
|3.||Formalizing the curriculum for training village doctors in order to create uniform standards;|
|4.||Reforming the admission policies and teaching methods in the training of community health personnel;|
|5.||Reorganizing the curricula of three-year medical schools in terms of competencies, not disciplines; i.e., not as a condensed version of the five-year curriculum. The teaching methods must be PBL for cultivating ability. The policy of admission for students must guarantee the graduates work in the community.|
To reform education for the health sciences, experiences of advanced schools in the world must be considered. The approaches of a number of American and Canadian medical schools have been introduced into China in recent years. Certain aspects of these experiences were adopted and are still in use in some medical schools. Scholar exchanges and other academic linkages with most of the advanced countries are very popular, and such forms of international cooperation should be continued. All these activities have produced encouraging results and are appreciated by faculty and students.
Carlson C., C. Martini, and M. R. Schvmrz. 1990. Medical Education: A global perspective. Results of the International Survey of Medical Education. Informational paper distributed by the American Medical Association at the Fifth World Conference on Medical Education, October 24-28, 1990.
World Federation for Medical Education. 1988. Conference document. World Conference on Medical Education, August 7-12, 1988. Edinburgh, Scotland.
Yizhong D. 1990. "Development of medical education in China". Acad Med 65 (August).