ObjectiveTo conduct an investigation on the clinical， nursing， and medical technical staff engaged in biomedical research in five affiliated hospitals of a medical university， explore the current status and influencing factors of their medical scientific research ethical cognition， and provide references for further strengthening medical ethics education and scientific research ethics construction. MethodsThe survey data were collected through Questionnaire Star， with a total of 541 valid questionnaires returned. Statistical analysis was performed using SPSS 18.0 software. ResultsThe medical staff demonstrated moderate mastery of scientific research ethics knowledge， with an average score of （8.00±4.47） points. The factors influencing their mastery of scientific research ethics knowledge primarily encompassed learning medical ethics-related courses both in academic education and on-the-job stage and including them in compulsory courses， participation in biomedical research， engagement in publishing academic papers， and experience in ethical review. Factors affecting medical staff’s cognition level of scientific research ethics mainly included professional title， academic qualifications， professional and technical fields， overseas experience， and work experience as a member of the biomedical research ethics committee. ConclusionMedical staff hold a basically positive attitude towards scientific research ethics， yet exhibit significant deficiencies in their knowledge system and practical capabilities. It is necessary to improve the scientific research ethics cognition level of the target population from multiple dimensions， including academic education， medical institutions， ethical review agencies， and medical staff themselves.

The competency oriented management theory and method,which is proved to be an effective management measure,have been widely used in China's health field. This essay probed into the possibility of introducing the competency oriented management theory into the education of targeted medical students in the rural. Combining the features of clinical medicine with training requirements of general medicine, this essay elaborated on the main contents of competency for targeted medical students in the rural including the ability of the community-levelled medical health service, practical ability, general medical treatment capacity, traditional medicine knowledge and skill and humanistic quality. Meanwhile, this paper summarized the practical experiences in training such elite students.