A tiered progressive training model for clinical medical trainees exploration and application in practice teaching

This study aims to synthesize the theoretical framework and implementation pathways of a tiered progressive training model in clinical medical education. A systematic literature review was conducted using PubMed, CNKI, and Web of Science (2010–2025) with keywords including ‘stratified medical education’ and ‘tiered progressive clinical training.’ Thirty-nine studies meeting predefined inclusion criteria were subjected to thematic analysis. Key findings are as follows. Firstly, effective student stratification necessitates a tripartite assessment integrating cognitive competence, technical proficiency, and learning modalities. Secondly, the model’s core components encompass student stratification, the development of tiered training syllabi, and curriculum differentiation. Thirdly, implementation requires coordinated efforts among academic units to deliver stratified training across different learner levels. Cross-departmental collaboration is critical for establishing a closed-loop ‘assessment-stratification-intervention-evaluation’ framework. Tiered progressive teaching addresses individual learning gaps and promotes the progressive development of clinical skills. It also promotes reforms and innovations in medical education, cultivating higher-level composite talents. The proposed framework provides valuable references for establishing national tiered training standards.M