The first generation of reform: medical education based on science. The first generation of medical education reform (1900-1960) initiated a series of medical education reforms by Flexner report, and science-based courses promoted the rapid development of modern medicine and its technology. Its characteristics are: teacher-centered, science-based and discipline-based courses.
The second generation of medical education reform: a problem-centered educational innovation process. The second generation of medical education reform (1960 -2000) was put forward by London Harden rm, which is student-centered and problem-based. Its characteristics are: student-centered, problem-based and problem-based learning.
The third generation medical education reform: a medical education model with patients and people as the center and ability as the core. Entering the 2 1 century, medical education is experiencing a new wave of reform. 20 10 "international medical education Committee" has planned the development strategy of crossing national boundaries and diluting discipline boundaries. The third reform takes patients and people as the center and ability training as the core, and advocates that professional education should be based on teamwork and attach importance to the application of information technology in education and the cultivation of leadership and management skills.
The abilities that medical college graduates should possess.
1. Use the knowledge of molecules, biochemistry and cytology, as well as the systematic mechanism of maintaining internal balance and its abnormal regulation to prevent, diagnose and treat diseases.
2, using the main principles of physics and chemistry to explain the mechanism of general biology, pathobiology and the main technologies used to prevent, diagnose and treat diseases.
3. Infer and calculate the incidence of diseases according to the principles of gene transfer, human genome molecular biology and population genetics, draw up a medical plan to reduce the incidence, obtain and interpret family history and pedigree data, standardize gene testing, guide the formulation of treatment plans, and evaluate the risk of patients.
4. Using the cellular and molecular basis of immune and non-immune defense mechanisms related to health and disease, determine the cause of disease and preventive measures, and predict the treatment outcome.
5. Apply the pathological process mechanism of common and specific diseases in health and disease state to the field of prevention, diagnosis, treatment and prediction of important human diseases.
6. Use the biological principles of normal physiology and disease microorganisms to explain the causes of diseases, determine preventive measures and predict the therapeutic effect.
7. Evaluate the safe, reasonable and most beneficial drug therapy according to pharmacological principles.
8. Use quantitative knowledge and reasoning methods including data integration, modeling, calculation and analysis, and informatics tools to assist clinical diagnosis and treatment decision.