Research on the Dynamic Mechanism of Clinical Teaching Bases in Collaborative Medical Education

The participation of clinical teaching bases in the cultivation of medical talents is determined by the attributes of medical education, and their motivation directly affects the quality of medical talent training. Based on instrumental rationality and value rationality, as well as endogenous and exogenous factors, a dual-dimensional，four-force driving model is constructed to explain their role in collaborative medical education: the driving force for survival and development, the driving force of value recognition, the external interest inducement, and the constraint of legal regulations. Through analysis, it is found that limited benefits, value concealment, insufficient resources, and policy suspension lead to insufficient motivation of clinical teaching bases, resulting in a developmental dilemma. The government, clinical teaching bases, and medical colleges and universities must share the responsibilities for solving these difficulties. The government should provide institutional support through top-level design and improve policy implementation efficiency; medical colleges and universities should be demand-oriented and introspective to achieve incentive compatibility in medical education; clinical teaching bases should resolve conflicts and cooperate for win-win result.