In the new era of development, countries in the world have realized the importance of cultivating interdisciplinary and innovative talents, and China is also paying more and more attention to the cultivation of medicine-engineering talents. Compared with the cultivation of single discipline postgraduates, the cultivation of medicine-engineering postgraduates involves effective integration of multiple disciplines, and its cultivation difficulty is greater. At present, China is still in the exploration stage of the medicine-engineering postgraduates training model. Therefore, this article intends to summarize the relatively mature and advanced medicine-engineering postgraduates training models at home and abroad, and extract experiences that are in line with China’s actual development, providing some suggestions for the establishment of postgraduates training systems of medicine-engineering interdisciplinary in China.
Urology is an ancient academic discipline, and its rapid development is due to the combination between medicine and engineering. The development of urology in China is an example of the combination of industry-academia-research based on the progress of science and technology. This paper mainly summarizes the recent advances of interdisciplinary combination between medicine and engineering in urology.
Rehabilitation engineering is an important branch of rehabilitation medicine. Relying on combination of medical and engineering research projects to carry out the cultivation of rehabilitation medicine-engineering interdisciplinary postgraduates of medical engineering is an important way to train high-quality composite innovative talents. This article introduces the medicine-engineering interdisciplinary innovative training model of rehabilitation engineering medical workers piloted by the Department of Rehabilitation Medicine of Xinhua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine and the Research Institute of Rehabilitation Engineering and Technology of University of Shanghai for Science and Technology. By clarifying the objectives of medicine-engineering interdisciplinary postgraduates training, strengthening the construction of mentor teams, establishing multi-disciplinary postgraduates courses, improving teaching arrangements and apprenticeship plans, and encouraging the exchange of postgraduates with different research backgrounds, this training mode cultivates postgraduates to be guided by clinical problems in rehabilitation medicine to expand scientific research and research ideas, pomotes the transformation of research achievements and their application in clinical practice, and cultivates compound-type rehabilitation engineering research talents with post competence. The purpose is to provide a reference for the training of future composite rehabilitation engineering research talents.
Medical engineering interdisciplinary aims to integrate medicine, engineering science and other disciplines and to carry out scientific research and application in a collaborative manner. At present, the demand for medical engineering interdisciplinary in the field of medical laboratory technology is increasing, which also puts forward new requirements for the “Clinical Microbiology Laboratory Technology”. This article elaborates on the necessity and existing problems of the medical engineering interdisciplinary, reports on the overall ideas of the curriculum reform of “Clinical Microbiology Laboratory Technology” at West China School of Medicine of Sichuan University based on the medical engineering interdisciplinary, and specifically elaborates on the reform practices in three aspects: teaching philosophy, teaching content and methods, and teacher optimization, as well as the preliminary achievements obtained, so as to provide new ideas for the curriculum reform of the “Clinical Microbiology Laboratory Technology”.
Objective To explore the training framework for medical-engineering interdisciplinary postgraduate students during their early education phase from the perspective of “digital and intelligent rehabilitation”, investigate pedagogical reforms centered on the corresponding curriculum, evaluate the students’ digital health awareness, perception of professional relevance, and attitudes toward future industry trends, and provide empirical evidence for optimizing early-stage training systems. Methods A total of 111 postgraduate students enrolled in the course Medical Technology Integration and Innovation: Intelligent Medicine and Rehabilitation during the 2022-2024 autumn semesters were included as study subjects. Pre- and post-course questionnaires assessed digital health cognition, professional demands, technological relevance, and future-oriented attitudes. Statistical analysis was conducted using SPSS 20.0 software. Results The 111 students included 19 from the 2022 academic year, 39 from the 2023 academic year, and 53 from the 2024 academic year. In each academic year, the student population consisted predominantly of females (>70%) and first-year learners (>90%). Prior to the course, most students were unfamiliar with digital health; only 6, 11, and 24 students from the 2022, 2023, and 2024 academic years, respectively, reported having some knowledge of digital health, though most were merely aware of or had only heard of the concept. From the 2022 to 2024 academic years, the proportions of students who reported having a general understanding of the definition of digital health were 83.3% (5/6), 54.5% (6/11), and 41.7% (10/24), respectively. Over 85% of students in each academic year believed that their profession “needs” digital health technologies across four dimensions: patient-facing services, healthcare provider services, management systems, and data services. Technologies such as artificial intelligence (2022 academic year: 100.0%; 2023 academic year: 90.9%; 2024 academic year: 98.0%), cloud computing and big data (2022 academic year: 100.0%; 2023 academic year: 93.9%; 2024 academic year: 100.0%), and sensors and wearable devices (2022 academic year: 87.5%; 2023 academic year: 87.9%; 2024 academic year: 96.1%) were considered highly relevant to their profession. The proportion of students holding a “very open” attitude increased significantly after the course (2022 academic year: from 47.4% to 58.8%; 2023 academic year: from 33.3% to 40.0%; 2024 academic year: from 45.3% to 70.0%). Conclusions The “Digital and Intelligent Rehabilitation” course may expand students’ professional knowledge breadth and depth during early training, strengthen their comprehension of medical-engineering integration, and foster positive industry engagement attitudes. These findings provide actionable insights and empirical validation for developing systematic, differentiated early-phase training frameworks for medical-engineering interdisciplinary education.