Center for Research and Development of Education, University Medical Center Utrecht, The Netherlands.
Med Teach. 2013 Apr;35(4):301-7. doi: 10.3109/0142159X.2012.746449. Epub 2013 Jan 29.
In a world that increasingly serves the international exchange of information on medical training, many students, physicians and educators encounter numerous variations in curricula, degrees, point of licensing and terminology.
The aim of this study was to shed some light for those trying to compare medical training formats across countries.
We surveyed a sample of key informants from 40 countries. Survey questions included: structure of medical education, moment that unrestricted practice is allowed, various options after general medical licensing, nomenclature of degrees granted and relevant terminology related to the medical education system. In addition, we searched the literature for description of country-specific information.
Based on the results, we described the six models of current medical training around the world, supplemented with a list of degrees granted after medical school and an explanation of frequently used terminology.
The results of this questionnaire study lead to the conclusion that while there are many differences between countries, there appear to be six dominant models. The models vary in structure and length of medical training, point of full registration and degrees that are granted.
在一个日益全球化的医学培训信息交流世界中，许多学生、医生和教育工作者在课程、学位、许可颁发点和术语方面遇到了诸多差异。
本研究旨在为那些试图比较不同国家的医学培训模式的人提供一些参考。
我们对来自 40 个国家的关键信息提供者进行了抽样调查。调查问题包括：医学教育结构、允许无限制行医的时间、普通医疗执照后的各种选择、授予的学位名称以及与医学教育系统相关的术语。此外，我们还在文献中搜索了有关特定国家信息的描述。
根据结果，我们描述了目前全球六种医学培训模式，并附有医学院毕业后授予的学位列表和常用术语的解释。
这项问卷调查研究的结果表明，尽管各国之间存在许多差异，但似乎存在六种主要模式。这些模式在医学培训的结构和长度、完全注册的时间点以及授予的学位方面存在差异。
