Over the past century in the global modern medical education system, anatomy has consistently served as the foundational course in professional medical training, with the use of preserved human bodies for anatomical instruction remaining the predominant paradigm. In 2012, the International Federation of Associations of Anatomists issued recommendations concerning human body donation and research, explicitly advocating for the use of voluntarily donated cadavers and the cessation of ethically contentious practices. Medical anthropologist Elizabeth Hallam introduced the concept of "relational anatomy", wherein anatomists, donors, and medical students form a dynamic interactive network. This concept emphasizes respect and dignified treatment of body donors while fostering a learning environment conducive to the formation of physicians' professional identities. This article presents examples of innovative teaching methods employing visual technologies such as augmented reality, which have been successfully employed to teach complex anatomical structures, such as the nervous system, that are difficult to observe in real cadavers. These successes demonstrate that integrating modern information technologies with traditional hands-on anatomical methods represents a key direction for anatomical education reform in the new era.

Medical education assessment and evaluation have transitioned from equitable measurement to becoming a holistic system. The development of modern information technology has laid the foundation for the precision and personalization in medical education assessment and evaluation. Precision, intelligence and process-driven approaches are the reform requirements of the fourth-generation assessment and evaluation. The advantages of precision education and precision education assessment and evaluation are competency-oriented, learner-centered, and patient-centered, which can provide more meaningful feedback to both sides of the "teaching-learning" process through personalized and continuous analysis of the relationship between the set educational objectives and clinical outcomes, thereby improving the quality and efficiency of teaching and the efficiency and fairness of assessment and evaluation. Moreover, the scope of precision education evaluation can be expanded to include clinical decision-making, clinical thinking, and global health perspectives.

Over the past century in the global modern medical education system, anatomy has consistently served as the foundational course in professional medical training, with the use of preserved human bodies for anatomical instruction remaining the predominant paradigm. In 2012, the International Federation of Associations of Anatomists issued recommendations concerning human body donation and research, explicitly advocating for the use of voluntarily donated cadavers and the cessation of ethically contentious practices. Medical anthropologist Elizabeth Hallam introduced the concept of "relational anatomy", wherein anatomists, donors, and medical students form a dynamic interactive network. This concept emphasizes respect and dignified treatment of body donors while fostering a learning environment conducive to the formation of physicians' professional identities. This article presents examples of innovative teaching methods employing visual technologies such as augmented reality, which have been successfully employed to teach complex anatomical structures, such as the nervous system, that are difficult to observe in real cadavers. These successes demonstrate that integrating modern information technologies with traditional hands-on anatomical methods represents a key direction for anatomical education reform in the new era.

Medical education assessment and evaluation have transitioned from equitable measurement to becoming a holistic system. The development of modern information technology has laid the foundation for the precision and personalization in medical education assessment and evaluation. Precision, intelligence and process-driven approaches are the reform requirements of the fourth-generation assessment and evaluation. The advantages of precision education and precision education assessment and evaluation are competency-oriented, learner-centered, and patient-centered, which can provide more meaningful feedback to both sides of the "teaching-learning" process through personalized and continuous analysis of the relationship between the set educational objectives and clinical outcomes, thereby improving the quality and efficiency of teaching and the efficiency and fairness of assessment and evaluation. Moreover, the scope of precision education evaluation can be expanded to include clinical decision-making, clinical thinking, and global health perspectives.

The World Federation for Medical Education (WFME) "Basic Medical Education WFME Global Standards For Quality Improvement (the 2020 Revision)" has added the requirements for the course of health systems science (HSS) in the guidance for curriculum content. HSS is the principles, methods, and practices that improve the quality, outcomes, and costs of providing health care to patients and populations within the health care system. Since the 21st century, in order to adapt to the increasingly rapid changes in the demand for health care services and the increasingly complex system, the American Medical Association (AMA) worked with several medical colleges and universities to propose the design and practice of a course focusing on HSS in addition to the two pillar courses of basic and clinical sciences, so as to help medical students master clinical competencies, develop and use system thinking to better adapt to the requirements of professional work, and accomplish their work tasks in an efficient, extensive, and low-cost manner from the perspective of the association between health systems. In recent years, HSS has been defined as the third pillar of medical education that, from the structural perspective, stabilizes and ensures the achievements of medical education. This article describes the structure and contents of HSS and related advances.

Nearly a decade of curriculum update in American medical colleges and universities are summarized in this paper. This paper introduces the situation of sampling survey of colleges and universities. The results show the diversity of medical curriculum integration, reflecting the concept of multi-disciplinary integration of basic disciplines, clinical disciplines and public health and social sciences, and giving experiences such as early clinical practice, providing personalized talent cultivation approaches, and designing competency-oriented curriculum system. Combined with the current situation of medical education curriculum reform in China, it's suggested to explore the construction of medical curriculum system with Chinese characteristics, so as to contribute to the cultivation of excellent physicians for implementing Healthy China Initiative.

To investigate the quality value of medical education for supporting the strategy of Health China and cultivating the first-class medical talents. In this article, seven laws for the improvement of medical talents were put forward. Only by following these laws can truly put quality values of medical education into practice in the talent training, and can achieve the goal of improving the quality of medical talent training by medical education reform.

In 1999,the author,as a visiting scholar,studied the curriculum reform of'New Path'in Harvard Medical School.In the past ten years,the author has concerned with and followed the track of the curriculum integration of Harvard Medical College.This paper discusses the psyc.hology theory foundation of the integration of Harvard Medical College,and involves the theory of cognitive psychology and the theory of humanism learning,which is an important reference for the integration of our medical curriculum.

In the past 30 years,the curriculum integration of Harvard Medical College has undergone three main stages,from'New pathway'to'Pathway',following the law of medical talent growth,and the integration span is becoming larger and larger.The integration runs through basic medicine and clincal medicine,early clinical experience and practice,and professional quality training in the pursuit of individualized training of outstanding doctors.This article draws lessons from the experience of Harvard Medical College.Based on the experience of Harvard Medical College,this paper discusses on the strategies of medical curriculum integration in view of the existing problems in China.

General practitioner system is an important part of national health service system.Improving general medical education is an inevitable tendency of modern medical education.General medical science starts late in China.Development of Chinese general practitioner training system and general medical education are relatively insufficient and lack of relevant experiences.This paper introduced family doctor training process of Washington university school of medicine and revealed characteristics of systematization,standardization and pervasive of it to inspire our country to learn from the following aspects:(1) paying fully attention to the important role of general medical science in the national health service system； (2) systematically planning three-step training of general medical education ； (3) implementing general medical education teaching content and teaching staff development.