Focusing on the core issues of competency-based training for rehabilitation medicine visiting trainees in China, this article systematically reviewed the current development status and main problems of rehabilitation training, and analyzed its applicability in the training of rehabilitation trainees based on the relevant theories of competency-based medical education and international practical experience. At the same time, combined with the training mode of typical rehabilitation medical centers in China, this article explored the key competency components and evaluation focuses of job competency for rehabilitation trainees, and proposes a framework construction idea for job competency of rehabilitation trainees that conforms to the actual situation of rehabilitation clinical practice in China, with the aim of providing a reference for the standardization and competency-oriented transformation of rehabilitation medicine trainee training.
Objective To investigate the current status and needs of continuing education for research laboratory technicians, and to provide practical evidence for optimizing talent cultivation in research institutions. Methods In June 2025, a self-designed questionnaire “Current Status and Needs of Continuing Education for Research Laboratory Technicians” was distributed online to laboratory technicians across hospitals and universities in China using convenience and snowball sampling. Results A total of 36 valid responses were collected and analyzed descriptively. Most respondents were female, had 1-6 years of work experience, worked in hospital-based research platforms, and held intermediate technical titles. Half (50.0%) had participated in continuing education fewer than five times in the past year, and 80.6% of training was employer-organized. The most lacking training content was cutting-edge experimental techniques (69.4%) and bioinformatics/data analysis skills (63.9%), while the main barrier was work schedule conflicts (69.4%). Key training needs included bioinformatics/data analysis, cutting-edge techniques, core experimental skills, and interdisciplinary competencies. Moreover, 66.7% preferred a blended online-offline training model, and 88.9% agreed that linking continuing education to performance evaluation or promotion would be beneficial. Based on these findings, this study proposed a competency-oriented continuing education model, establishing a competency matrix across three levels—Basic Operation, Technical Application, and Innovation-Driven Decision-Making—to promote practice-oriented learning and incentive reform. Conclusions Talent development in research laboratory platforms urgently needs to prioritize competency enhancement supported by resource integration. This study provides practical guidance and an institutional reference for building a high-level technical research workforce.