In recent decades, medicine and health education has been challenged worldwide by changes in its profession. Being a doctor wadays encompasses much more than having biomedical kwledge and includes interdisciplinary skills related to societal needs, communication skills, and ethical consideration, among other things. In order to provide these skills and competences, many medical schools are implementing changes in different aspects of the education. These changes are also occurring in China. In the past twenty years, medical education in China has initiated a series of reforms. The current reforms have mainly been led by the Ministry of Education and Ministry of Health. These initial actions have evidenced both positive and negative attitudes and reactions. Is there a need to make further reforms and changes? If so, in what aspects? This book documents a national investigation of attitudes from teaching staff on the reforms and changes. Nearly 1800 teaching staff from 23 medical universities participated in this investigation. The results suggest that sustainable educational change demands t only supports from policy-makers and leaderships, but also active participation from teaching staff. In order for the implementation of reforms and changes to be successful, two factors are essential from the teaching staff's perspective. First, it is important for teaching staff to gain a deep understanding of educational reform and change, and second, they should develop appropriate skills to be able to conduct the reforms through their teaching practice. To provide these two factors, institutional facilitation is necessary and crucial.
Xiangyun Du ( ), Ph.D., is a professor at the Department of Learning and Philosophy and director of the Confucius Institute for Innovation and Learning, Aalborg University. She is also an adjunct professor at Beijing Normal Uni- versity and at China Medical University. Her main research interests include innovative teaching and learning in education, particularly, Problem-Based and Project-Based Learning methodology in diverse fields such as engineering, medicine and health, and language education, as well as in diverse social, cul- tural and educational contexts. She has also been engaged in substantial work on pedagogy development in teaching and learning for educational institutions in more than 10 countries. Professor Du has about 100 international publica- tions in relevant research areas including monographs, international journal papers, edited books and book chapters, as well as conference contributions. Jiannong Shi ( ), is a professor of psychology working at the Institute of Psychology, Chinese Academy of Sciences and, and also a professor of Graduate University of Chinese Academy of Sciences and a Guest professor of Faculty of Humanity and Faculty of Medicine of Aalborg University,Denmark. He worked in University of Munich, University of Michigan, Yale University, University of Adelaide, and Regensburg University as a visiting scholar respectively. He focuses his research in the field of giftedness, talent development and creativity theoretically and practically. He and his team con- ducted a series of cognitive and neuropsychological experiments on cognitive development and brain function of gifted children. Meanwhile, he developed a bio-socio-psycho- model to guide gifted education and creativity cultivation in kindergarten, primary, and secondary schools in China. He authored (or co-authored) 11 books in the field of child development and gifted education, as well as more than 170 journal articles and book chapters since 1990. He is serving as the president of Asia-Pacific Federation on Giftedness of WCGTC and the director of the Research Centre for Supernormal (G/T) Children at the Institute of Psychology, Chinese Academy of Sciences. He is also a commit- tee member of the International Research Association for Talent Development and Excellence and serves as an editor-in-chief of Talent Development and Excellence, the official journal of IRATDE. Yuhong Zhao ( ), MD, Ph.D., is dean of School of Continuing Education, vice dean of School of Health Informatics and dean of personnel department, China Medical University. In the past 20 years, she has been actively involved in diverse pioneer projects driving educational reforms in medicine and health education in China, in particular, in the fields of change towards PBL and staff/faculty development. She is currently engaged in estab- lishing a first staff/faculty development center for teaching staff in medicine and health education in China, which is organized by North China Centre for Medical Education Development. Dr. Zhao's publications are focused on continuing education, reforms in health informatics programmes, and overall change in medicine and health education.
Date of Publication
Education & Teaching
River Publishers Series in Innovation and Change in Education