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Change and Reform in Medicine and Health Education in China
A Teaching Staffs Perspective
In recent decades, changes in the profession have challenged medical and health education worldwide. Being a doctor today encompasses much more than having biomedical knowledge. It includes interdisciplinary skills related to, among other things, societal needs, communication skills, and ethical consideration. In order to provide these skills and competences, many medical schools are implementing changes in different aspects of the education.
These changes are also occurring in China. In the past 20 years, medical education in China has initiated a series of reforms. The Ministry of Education and Ministry of Health have mainly led the current reforms. These initial actions have evidenced both positive and negative attitudes and reactions. Is there a need to make further reforms and changes? If so, in what aspects?
Change and Reform in Medicine and Health Education in China documents a national investigation of attitudes from teachers on the reforms and changes. Nearly 1,800 teachers from 23 medical universities participated in this investigation. The results suggest that sustainable educational change demands not only support from policy-makers and leaders but also active participation from instructors. In order for the implementation of reforms and changes to be successful, two factors are essential from the instructors’ perspective. First, it is important for instructors to gain a deep understanding of educational reform and change. Second, they should develop the appropriate skills necessary to conduct the reforms through their teaching practice. To provide these two factors, institutional facilitation is necessary and crucial.