Analysis and Reform Considerations on the Current Situation of Integrated Standardized Training for Master’s Students in Traditional Chinese Medicine from the Perspective of Medical-Education Collaboration

Abstract

With societal development, the issue of national aging has become increasingly prominent. To expedite the cultivation of a group of high-level professionals in traditional Chinese medicine (TCM), the state issued the Opinions on Deepening the Reform of Clinical Medicine Talent Cultivation through Medical-Education Collaboration in 2014, mandating the integration of TCM master’s student training with standardized residency training. This policy aims to shorten the physician training cycle and enhance the efficiency of medical education resource utilization. However, after more than a decade of implementation, issues have emerged that cannot be overlooked, ranging from individual student psychology to societal aspects. On the student front, under the heavy academic pressure, TCM master’s students have an increased likelihood of experiencing mental health issues. In terms of management, due to the integrated standardized training, students are educated by both universities and hospitals, leading to potential conflicts and mutual shirking of responsibilities regarding course scheduling and department rotations. At the societal level, while the integrated standardized training holds long-term value in alleviating doctor-patient conflicts, it has inadvertently become an indirect catalyst for such conflicts due to current issues such as unclear roles and responsibilities of TCM master’s students, excessive training burdens, and inadequate teaching and support.