【摘要】 目的：应对“双一流”建设与医教协同深化临床医学人才培养改革的时代要求，构建基于核心能力的临床医学硕士研究生课程体系。方法：采用文献研究法、调查法、专家咨询法及实践论证法，通过文献研究法系统梳理相关政策文件与研究成果，运用调查法对同类院校进行调研，依托专家咨询法优化课程体系设计，结合实践论证法，以成都中医药大学临床医学硕士研究生为研究对象，分阶段推进课程体系的构建与实施，验证其可行性与有效性。结果：构建契合专业学位与科学学位硕士研究生差异化培养需求的“五能力-三目标-四模块-九大群-五环节”课程体系，专业学位突出“临床综合能力”，科学学位侧重“科研创新能力”，均涵盖思想道德与职业素质、知识、技能三大目标，包含理论基础、能力与技术、实践教学、学科前沿四大模块，细分九大课程群，并通过五大教学环节保障培养质量。实践中修订了2021版培养方案，完善了教学制度，提高了选修课与实践课比例，建立了质量保障与反馈机制。结论：基于核心能力的课程体系有效衔接了“双一流”建设与医教协同政策要求，解决了传统课程体系的短板问题。该体系通过明确差异化培养目标、优化课程结构、强化实践教学和完善质量评价，实现了知识传授、能力提升与价值引领的有机融合，显著提升了研究生培养质量，为“双一流”中医药院校提供了可复制、可推广的课程建设范式，对推动我国高层次临床医学人才培养改革具有重要的实践意义。更多还原

【Abstract】 Objective: To meet the requirements of the era of "Double First Class" construction and deepening the reform of clinical medical talent cultivation through the coordination of medical education, and to construct a clinical medical master’s degree curriculum system based on core competencies. Method: The literature research method, survey method, expert consultation method, and practical demonstration method were adopted to systematically sort out relevant policy documents and research results through literature research method. The survey method was used to conduct research on similar universities, and the expert consultation method was used to optimize the curriculum system design. Combined with practical demonstration method, the clinical medicine master’s students at Chengdu University of Traditional Chinese Medicine were selected as the research objects, and the construction and implementation of the curriculum system were promoted in stages to verify its feasibility and effectiveness. Result: A "Five Abilities Three Objectives Four Modules Nine Groups Five Rings" curriculum system was constructed to meet the differentiated training needs of professional and scientific master’s degree students. Professional degrees emphasize "clinical comprehensive abilities", while scientific degrees focus on "scientific research and innovation abilities". Both systems cover the three major goals of ideological and moral education and professional quality, knowledge, and skills, including four modules of theoretical foundation, abilities and technology, practical teaching, and disciplinary frontiers. The nine major curriculum groups are subdivided, and the quality of training is guaranteed through five teaching links. In practice, the 2021 training plan has been revised, the teaching system has been improved, the ratio of elective courses to practical courses has been increased, and a quality assurance and feedback mechanism has been established. Conclusion: The curriculum system based on core competencies effectively connects the requirements of the "Double First Class" construction and the policy of medical education collaboration, and solves the shortcomings of the traditional curriculum system. This system achieves an organic integration of knowledge transmission, ability enhancement, and value guidance by clarifying differentiated training objectives, optimizing curriculum structure, strengthening practical teaching, and improving quality evaluation. It significantly improves the quality of graduate education and provides a replicable and promotable curriculum construction paradigm for "Double First Class" traditional Chinese medicine colleges, which has important practical significance for promoting the reform of high-level clinical medical talent cultivation in China.更多还原