The first generation of reform: medical education based on science. The first generation of medical education reform (1900-1960) Flexner report triggered a series of medical education reforms, and science-based courses promoted the rapid development of modern medicine and its technology. It is characterized in that:

L teacher-centered

L based on science

L Set courses by subject

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 Harden rm in London, which is student-centered and problem-based. It is characterized in that:

Take the student as the center

L problem-based

L 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. Its characteristics:

L patient-centered

L system-based

I am guided by my ability.