| Since China fully implemented the new integrated training model combining clinical medical professional degree education with standardized residency training in 2015, this study has targeted core objectives of enhancing professional competency by addressing practical issues such as limited instructional time, monolithic clinical skills assessment methods, inadequate mentor engagement, and incomplete evaluation systems for thesis quality. Through constructing a three-dimensional model of "optimizing training programs - improving training processes - strengthening supervisor team development" at a medical college in Shandong Province, the research systematically reconstructs the quality assurance system for clinical medical professional degree postgraduates. At the program optimization level, three revisions have reinforced four key modules: clinical diagnostic and therapeutic competence, professional ethics, innovative thinking, and psychological resilience. Regarding process improvement, the study has established a diversified teaching evaluation mechanism, a scientific clinical skills assessment framework, a comprehensive research training support system, and a standardized training base management model. For supervisor team development, a dual-mentorship system has been implemented with rigorous selection and training procedures, along with an evaluation system for mentor performance. Through this three-dimensional collaborative mechanism, the system effectively addresses critical challenges in the training process, significantly enhancing postgraduates'' clinical practical abilities and overall competencies, while providing a replicable practical paradigm for clinical medical education reform within the context of medical-education collaboration. |
