It has been 36 years since the first version of essential medicine list (EML) was released by WHO in 1977,when 18 versions of WHO-EML and four versions of children essential medicine list have been released. In 1982, the first version of national essential medicine list (NEML) was released in China. Till 2012, there were eight versions of NEML in total. This paper introduces WHO-EML in aspects of origin, idea, definition, design, and innovation of selection methodology,principle, and workflow; compares the evolution, design, selection methodology between WHO-EML and Chinese NEML; and points out the challenges of evaluation and decision making of Chinese NEML.
The pharmaceutical industry is characterized by the intensive capital and knowledge. Its international competitiveness and sustainable development should be established on a complete national drug innovation system. At the same time, the development of new drug innovation system in China can be really promoted by the accurate location of pharmaceutical enterprises as research and development (R & D) and production, the improved R & D strength, as well as the increased investment in innovation. This paper reviews both the development of Chinese drug innovation system and the orientation of pharmaceutical enterprises innovation during this process. Furthermore, the changes of innovation capability and positioning of pharmaceutical companies have been investigated before and after the launch of the Drug Innovation Major Project. Although, the construction of Chinese pharmaceutical innovation system has greatly promoted the progress of our pharmaceutical companies, a wide gap in the level of drug innovation still exists between Chinese pharmaceutical enterprises and international leading drug companies in the world.
Medical education is undergoing the transition from traditional classroom teaching to more diversified " inside-and-outside-class collaborative teaching”, that is, extracurricular teaching has become an important supplement to medical education. The academic societies of medical students are important platforms in medical education. With the increasing of academic societies in medical colleges, the coordination and balance between community construction and student development requires deep thinking and investigation. The society should develop under the ideas of " following the initial intention - realizing transformation - promoting innovation”. The society-based extracurricular teaching should be performed in the manner of capacity-directing " translational teaching”. The society needs to carry out the " personalized and advanced” training to improve the scientific research or innovation capacity of individual medical student. This paper aims to discuss key points on the construction and management of academic society of medical students at the micro-level, to provide references for single society’s development.
The Chinese government invested National Major Science and Technology Infrastructure for Translational Medicine (NITM) is a research platform with large-scale science facilities designed for opening and sharing. NITM is required to share its research facilities to domestic and international users and to facilitate interdisciplinary cooperation and innovation, it is also required to cooperate with other national major science and technology infrastructures so that these infrastructures can work together to enhance the nation’s international competitiveness in science and technology. This paper proposes to apply the concept of open innovation and designs an innovation model for the management of NITM.
Objective To analyze the innovative ability of medical postgraduate students who have won national scholarships, and discuss the cultivation of innovative ability of clinical medicine postgraduate students and related factors. Methods A survey was based on the 2016 and 2017 postgraduate students majoring in clinical medicine at West China School of Medicine of Sichuan University. According to whether they had won a national scholarship, they were divided into a national scholarship group and a control group. The innovation ability and cognitive differences of the two groups of postgraduate students were compared, and related factors were explored. Results A total of 1 173 valid questionnaires were responsed, with a response rate of 80.23%. There was no statistically significant difference in gender and major between the two groups of postgraduate students (P>0.05). For master’s degree postgraduate students, the proportion of published papers in international medical journals (80.95% vs. 29.63%), published high impact factor (impact factor≥6) journal papers (7.84% vs. 6.16%), applied for research patents (12.70% vs. 3.51%) and innovation and entrepreneurship competition awards (20.63% vs. 3.93%) in the national scholarship group were higher than the control group, the differences were statistically significant (P<0.05). For doctor’s degree postgraduate students, the proportion of published papers in international medical journals (96.00% vs. 69.66%), published high impact factor journal papers (22.22% vs. 8.89%), applied for research patents (17.33% vs. 8.36%), and innovation and entrepreneurship competition awards (17.33% vs. 1.86%) in the national scholarship group were higher than the control group, the differences were statistically significant (P<0.05). Regarding the cognition of the composition of innovation ability, the differences between the national scholarship group and the control group were not statistically significant (P>0.05). Regardless of master’s degree or doctor’s degree, more than 40% of the postgraduate students in the national scholarship group and the control group believed that the most important factor in the personal influence of innovation ability was the knowledge factor, and more than 45% of the postgraduate students believed that the most important factors affecting the cultivation of innovative ability was their own factors or tutors’ factors. Conclusions The innovative ability of clinical medicine postgraduate students needs to be improved. The level of tutors’ scientific research ability, tutors’ guidance, high-quality scientific research team, and a good academic atmosphere play an important role in the cultivation of innovation ability. Optimizing the team of tutors, forming a scientific research steering group, building a high-level innovation platform, aiming at publishing high-level papers, strengthening domestic and foreign exchanges and cooperation, and motivating students to participate in innovation and entrepreneurship competitions are powerful measures to cultivate innovative medical talents.