Objective?To investigate the current status of new clinical medical postgraduate students on their learning goals and expectation of employment, and to provide the evidence and suggestions for improving the management of medical postgraduates’ training. Methods?We designed the questionnaire to investigate the current status of learning goals and expectation of employment of new clinical medical postgraduate students of Lanzhou University. We issued 164 questionnaires and took back 164 ones, among which 157 were effective, with the effective rate of 95.7%. Results?(1) The proportion of the postgraduates with working experience was less than 50%, and most of these worked in the municipal and county hospitals. (2) The 78.3% of them considered that clinical and research abilities were of the same importance. (3) The 65.6% of them expected to get Medical Science Degree; (4) The 96.8% of them wanted, after graduation, to engage in clinical work or the work in which clinical affairs and research were equally important, and only 3.2% hoped to engage in research-oriented work; (5) Although clinical skills and research capabilities of the first-year medical postgraduates were very poor at their entrance to the graduate school, their expectations of employment were very high. Conclusion?(1) The improvement and innovation of medical postgraduates’ clinical and research training are urgently needed. (2) The publicity and supporting policies should be enhanced for Clinical Medicine Degrees, and the postgraduates should be guided to comply their own expectations with social needs properly.
Scientific research innovation capability represents a core competence for postgraduate students, with curriculum-based teaching laying the theoretical and technical foundation for their scientific endeavors. However, existing postgraduate courses on scientific research innovation often suffer from issues such as excessive redundancy and overlapping content. Addressing these challenges, the West China School of Medicine, Sichuan University, has innovatively developed a curriculum system tailored for clinical medicine master's students. Guided by the innovation chains of clinical and basic scientific research, and grounded in students' practical research needs, the system centers on two flagship courses: clinical research design and statistical analysis, and biomedical research strategies and experimental technical ability. This initiative has proven effective in enhancing students' scientific thinking and innovative capacities.