Research on the Core Competence Training System for Health Service and Management Majors in Universities under the New Medical Science Context

Jianhong Xing

doi:10.70088/qt5nv155

Authors

Jianhong Xing Hainan Vocational University of Science and Technology, Haikou, China Author

DOI:

https://doi.org/10.70088/qt5nv155

Keywords:

medical education, health management, core competence, talent training, industry collaboration

Abstract

The construction of the new medical science paradigm emphasizes the comprehensive cross-integration of traditional medicine with engineering, management, humanities, and social sciences. This interdisciplinary approach serves as an essential mechanism to adapt to the Healthy China strategy and to cultivate highly versatile professionals for the rapidly expanding big health industry. As an emerging and highly interdisciplinary field, the health service and management major currently encounters several critical challenges in higher education. These include an unclear positioning of core competencies, insufficient integration between medical and management disciplines, a highly fragmented curriculum system, lagging digital skills training, and relatively weak industry-academia collaboration. Based on the fundamental educational orientation of the new medical science context, this paper systematically defines five essential core competencies required for modern professionals: basic medical services, intelligent processing of health data, health management and operation, health promotion practice, and comprehensive professional qualities. To address existing educational gaps, this study constructs a comprehensive, closed-loop training system encompassing "goals, courses, practice, teachers, and evaluation." Furthermore, it establishes a systematic technical route alongside a multi-dimensional guarantee mechanism, proposing targeted optimization paths for educational reform. Ultimately, this research provides a robust theoretical foundation and valuable practical references for universities seeking to restructure their training models for health service and management talents. By implementing these strategies, academic institutions can significantly enhance students' overall job competence and better adapt to the dynamic development of the global digital health industry.

References

D. Davis, M. A. T. O'Brien, N. Freemantle, F. M. Wolf, P. Mazmanian, and A. Taylor-Vaisey, "Impact of formal continuing medical education: do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes?," Jama, vol. 282, no. 9, pp. 867-874, 1999.

J. O. Busari, L. Berkenbosch, and J. W. Brouns, "Physicians as managers of health care delivery and the implications for postgraduate medical training: a literature review," Teaching and Learning in Medicine, vol. 23, no. 2, pp. 186-196, 2011.

D. A. Davis, M. A. Thomson, A. D. Oxman, and R. B. Haynes, "Changing physician performance: a systematic review of the effect of continuing medical education strategies," Jama, vol. 274, no. 9, pp. 700-705, 1995.

A. Ziv, P. R. Wolpe, S. D. Small, and S. Glick, "Simulation-based medical education: an ethical imperative," Academic Medicine, vol. 78, no. 8, pp. 783-788, 2003.

K. Barnett, S. W. Mercer, M. Norbury, G. Watt, S. Wyke, and B. Guthrie, "Epidemiology of multimorbidity and implications for health care, research, and medical education: a cross-sectional study," The Lancet, vol. 380, no. 9836, pp. 37-43, 2012.

S. L. Shapiro, D. E. Shapiro, and G. E. Schwartz, "Stress management in medical education: a review of the literature," Academic Medicine, vol. 75, no. 7, pp. 748-759, 2000.

Y. Okuda, E. O. Bryson, S. DeMaria Jr, L. Jacobson, J. Quinones, B. Shen, and A. I. Levine, "The utility of simulation in medical education: what is the evidence?," *Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine*, vol. 76, no. 4, pp. 330-343, 2009.

H. S. Barrows and R. M. Tamblyn, Problem-based learning: An approach to medical education. Springer Publishing Company, 1980.

T. Ungaretti, K. R. Thompson, A. Miller, and T. O. Peterson, "Problem-based learning: Lessons from medical education and challenges for management education," Academy of Management Learning & Education, vol. 14, no. 2, pp. 173-186, 2015.

N. J. Maran and R. J. Glavin, "Low‐to high‐fidelity simulation–a continuum of medical education?," Medical Education, vol. 37, pp. 22-28, 2003.

K. R. Lorig and H. R. Holman, "Self-management education: history, definition, outcomes, and mechanisms," Annals of Behavioral Medicine, vol. 26, no. 1, pp. 1-7, 2003.

P. Bradley, "The history of simulation in medical education and possible future directions," Medical Education, vol. 40, no. 3, pp. 254-262, 2006.

E. G. Armstrong, M. Mackey, and S. J. Spear, "Medical education as a process management problem," Academic Medicine, vol. 79, no. 8, pp. 721-728, 2004.

T. H. Kung et al., "Performance of ChatGPT on USMLE: potential for AI-assisted medical education using large language models," PLoS Digital Health, vol. 2, no. 2, p. e0000198, 2023.

C. H. Feldman, N. M. Clark, and D. Evans, "The role of health education in medical management of asthma some program applications," Clinical Reviews in Allergy, vol. 5, no. 3, pp. 195-205, 1987.

W. C. McGaghie, S. B. Issenberg, E. R. Petrusa, and R. J. Scalese, "A critical review of simulation‐based medical education research: 2003–2009," Medical Education, vol. 44, no. 1, pp. 50-63, 2010.

H. Karimi and M. Ahanchian, "Knowledge management in medical education," Journal of Medical Education Development, vol. 7, no. 16, pp. 94-106, 2014.