Enhancing the quality of medical education for international students in China: A cross-nation comparative study and its implications

Chen Jun; Dai Yinglin

doi:10.3760/cma.j.cn116021-20260109-02292

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Enhancing the quality of medical education for international students in China: A cross-nation comparative study and its implications

更新时间：2026-07-01

- Enhancing the quality of medical education for international students in China: A cross-nation comparative study and its implications
- Chinese Journal of Medical Education Research Pages: 1-6(2026)
- 作者机构：
  
  南方医科大学国际教育学院，广州 510515
- 作者简介：
  
  Chen Jun, Email: chenjun@smu.edu.cn
- 基金信息：
- DOI：10.3760/cma.j.cn116021-20260109-02292
  CLC： R-4
- Received：09 January 2026，
  
  Online First：20 May 2026，
- 稿件说明：
移动端阅览
Chen Jun, Dai Yinglin. Enhancing the quality of medical education for international students in China: A cross-nation comparative study and its implications[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-6.
DOI：

Chen Jun, Dai Yinglin. Enhancing the quality of medical education for international students in China: A cross-nation comparative study and its implications[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-6. DOI： 10.3760/cma.j.cn116021-20260109-02292.

摘要

在“留学中国”品牌建设持续推进和医学教育国际化深入发展的背景下，来华留学医学教育已由规模扩张逐步转向以内涵建设为重点的提质升级阶段。与国内医学人才培养相比，来华留学医学人才培养在生源学术准备、语言与临床情境转换、培养标准落实及毕业后执业衔接等方面具有更突出的复杂性和特殊性。本文采用制度分析与比较研究方法，围绕国际学生招生筛选、培养标准、学生支持和职业过渡等维度，对英国、美国和澳大利亚的相关做法进行比较。研究发现，我国来华留学医学教育的主要瓶颈并非国家层面临床医学专业认证框架本身，而是项目实施层面仍存在招生门槛不统一、毕业要求与同质化培养落实不到位、临床教学跨文化适配偏弱、执业与职业发展支持不连续等问题。基于此，本文提出构建“引—育—用”一体化培养体系，即在“引”上强化分层分类招生与入学前后衔接支持；在“育”上坚持同标培养与差异支持并举，完善胜任力导向课程、形成性评价和教学基地质量监测；在“用”上加强执业考试指导、职业发展服务与毕业后桥梁培训。研究旨在为构建兼具国际可比性与中国情境适应性的来华留学医学人才培养模式提供参考。

Abstract

Against the backdrop of the continuous advancement of the "Study in China" initiative and the deepening internationalization of medical education

China has gradually transitioned from enrollment expansion to quality-oriented development in international medical education. Compared with domestic medical education

international medical education presents distinct complexities and unique characteristics—particularly regarding students' academic preparation

transition across linguistic and clinical contexts

implementation of training standards

and post-graduation transition into professional practice across borders. Using institutional analysis and comparative research methods

this study examines practices in the United Kingdom

the United States

and Australia with a focus on screening criteria for enrollment

training standards

student support

and transition to practice. The study reveals that the main challenges for international medical education in China do not lie in the national accreditation framework for clinical medicine but in uneven implementation across programs

including inconsistent admission criteria

insufficient enforcement of graduation requirements and homogenized training

weak cross-cultural adaptation in clinical teaching

and fragmented licensure and career support after graduation. Accordingly

the article proposes an integrated framework of recruitment

cultivation

and utilization. Specifically

the focus of recruitment is on strengthening stratified and categorized admissions as well as providing seamless transitional support both prior to and immediately following enrollment. Regarding cultivation

the approach emphasizes a dual strategy of maintaining standardized training while offering differentiated support; this entails refining competency-oriented curricula

enhancing formative assessment

and monitoring the quality of teaching bases. Regarding utilization

efforts are directed toward strengthening guidance for professional licensing examinations

providing career development services

and offering bridging training for graduates. This study aims to provide a reference for developing an internationally comparable yet contextually grounded model of medical education for international students in China.

关键词

Keywords

references

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