3. Continuous improvement of the diversified medical curriculum
With the growing demand for medical care, China has incorporated the
medical humanities into its curriculum in addition to emphasizing the
development of professional skills for medical students [14, 15].
Medical humanities belong to interdisciplinary education, which includes
disciplines such as philosophy, sociology, political theory and
pedagogy. Medical humanities education can enhance the social
responsibility, empathy and understanding of medical students [4].
However, most medical schools in China face a shortage of teachers and
funding for the development of the humanities. Reports indicate that
there is a lack of 200,000 pediatricians, over 200,000
anesthesiologists, and 161,000 general practitioners in China [16,
17]. Undergraduate courses directed at pediatrics, anesthesiology, and
general medicine have been gradually promoted in China.
The outbreak of COVID-19 has tested the development of public health
disciplines in China [18]. Public health-related infectious
diseases, microbiology, epidemiology, and evidence-based medicine have
been present in undergraduate medical education, which has provided a
solid foundation for the active performance of Chinese medical personnel
in the fight against the epidemic. The low proportion of public health
courses and the lack of training in public health emergencies require
more attention in China [5]. The ongoing epidemic has also
contributed to a change in teaching methods. The internet-based distance
learning becoming more widely accepted by public. Distance learning with
easily updated and disseminated also meet the medical needs of different
regions and is more conducive to the development of medical education in
remote rural areas [19]. Funding, technology and quality assurance
are areas where distance learning needs to be improved in the future
[20].