This investigation was conducted on clinical professional graduate students of Chongqing Medical University to analyze the problems and influencing factors in the process of scientific research ability training. We propose three measures to improve the model of training professional clinical graduate students and provide references for the cultivation of their scientific research ability. The measures are "clear orientation of clinical scientific research ability training", "constant pursuit of high-level original scientific research results" and "adherent implementation to strengthen training effect".

The cultivation of graduate students' scientific research ability is an important task of colleges and universities. The evaluation standards of cultivation achievements play an important guiding role. In recent years, quantitative academic evaluation based on the "five-only" has caused some negative effects on the cultivation of talents in colleges and universities. A new evaluation system needs to be established. During the transition period between the old and new academic evaluation systems, the evaluation criteria for the cultivation of graduate students' scientific research capabilities will inevitably need to be reformed. This study attempts to reform the existing evaluation standards by investigating the evaluation standards for the cultivation of scientific research capabilities in various colleges and universities. The aim is to improve the evaluation of the achievements in the cultivation of scientific research ability of graduate students and improve the quality of the cultivation of scientific research ability of graduate students.

With the intensive aging of the population, it's imperative and important to train a number of geriatric specialists. Essential clinical knowledge and skills as well as accomplishment of medical humanistic spirit are core competences of an eligible geriatrician. The standardized training of geriatric specialists is facing a few challenges such as incomplete comprehension of the training program and trainees, a lack of enough trainees, and a lack of standardized management for the program. An efficient social support system, a normative educational training system, an effective supervision and evaluation system, first-class teaching staff, and qualified trainees are important guarantees for the standardized training program.