Doctrine Political Work

PLA General Hospital Focuses on Educating for War, Strengthens Graduate Supervisor Workforce Development

解放军总医院聚焦为战育人加强研究生导师队伍建设

PLA Daily (解放军报) 17 May 2026

Summary

PLA General Hospital has institutionalized a 'educating for war' (为战育人) framework for its graduate medical supervisors, building a three-tier training system that scores faculty across twelve indicators—including a dedicated military ability category—and ties assessment results directly to enrollment authority, annual evaluations, and career advancement. The credit-based accountability mechanism and the requirement that supervisors rotate through frontline units and major exercises to inform curriculum design represent a structural effort to close the gap between military medical education and operational requirements. The hospital's production of more than 20 combat trauma care teaching materials traceable to exercise experience suggests this is an advanced implementation of PLA-wide military-civil medical integration and combat-readiness education directives, not a routine announcement.

Translation

PLA Daily report by Zhang Yong and Guan Yu: "Graduate education must not only focus on technical training, but must also adhere to serving combat readiness and war preparation…" Recently, the Department of Orthopedic Medicine of PLA General Hospital held a supervisor salon, at which doctoral supervisor and military physician Li Chunbao shared his insights on graduate student cultivation, drawing on his experience leading training-injury prevention and treatment personnel at frontline units.

"The hospital's military medicine graduate supervisor workforce development is gradually transforming and upgrading toward tempering through combat and training (战训淬火)." A hospital leader explained that in recent years, in order to raise the level of supervisor workforce development, they used reform of the training model as a breakthrough point, establishing a clear orientation of educating for war (为战育人) within the training system framework. They broke down core supervisor competencies into four categories and twelve indicators—ethics and conduct (师德师风), teaching ability, medical ability, and military ability—and on this basis precisely mapped out a "capability profile (能力图谱)" for each graduate supervisor.

To help graduate supervisors quickly close capability gaps, the hospital carefully constructed a three-tier training framework of "hospital—medical center—departmental section." The general hospital conducts training on military characteristics, policies and regulations, and teaching methods; each medical center organizes discipline-specific thematic lectures; and departmental sections carry out experience exchanges through supervisor salons and thematic seminars. They have also jointly established advanced study classes with local universities, inviting academicians and experts to lead training on a regular basis, while actively building an online instruction platform to allow supervisors to conduct self-study flexibly according to their individual schedules.

To raise the "combat content (含战量)" of graduate instruction, they regularly select graduate supervisors to serve in temporary posts at frontline units and participate in major exercise missions, grasping the actual needs of grassroots-level training-injury prevention and treatment through accompanying study and training, and accordingly adjusting lesson plans and optimizing research and development directions. Currently, several of the general hospital's national and military teaching achievement awards have originated from grassroots exercise and training frontlines, and more than 20 sets of teaching materials on combat trauma care and related subjects have been compiled. In addition, they have established a credit-based assessment system for graduate supervisors, quantitatively scoring participation in training, unit practice, and other content, with assessment results linked to enrollment and appointment qualifications, annual performance evaluations, and individual career advancement, thereby concretely putting into practice the requirement to "foster virtue and cultivate talent, educate for war (立德树人、为战育人)."

This reporter learned during interviews that in Li Chunbao's "capability profile," his scores for military ability indicators were on the low side. Over this period, in addition to going to grassroots units to lead training-injury prevention and treatment personnel, he has also targeted several specialized intensive training courses. "The process of closing capability gaps has not only given me a clear understanding of my own professional level, but has also deepened my understanding of 'educating for war,'" said Li Chunbao.

Original Chinese

解放军报讯张勇、管豫报道：“研究生教育不仅要聚焦技术培养，更要坚持服务练兵备战……”近日，解放军总医院骨科医学部举办了一场导师沙龙，博士生导师、军医李春宝结合在一线部队带教训练伤防治骨干的经历，分享研究生培养工作心得体会。 “医院军事医学研究生导师队伍建设，正逐步向战训淬火转型升级。”该医院领导介绍，近年来，为了提升导师队伍建设水平，他们以培训模式改革为突破口，在培训体系建设中立起为战育人鲜明导向，将导师核心能力分解为师德师风、教学能力、医学能力、军事能力等4类12项指标，据此为每名研究生导师精准绘制“能力图谱”。为帮助研究生导师尽快补齐能力短板，该医院精心构建“医院—医学中心—学部科室”三级培训架构，总医院开展军事特色、政策制度、教学方法培训；各医学中心组织学科专题讲座；学部科室以导师沙龙、专题研讨为依托，开展经验交流。他们还与地方院校联合开办研修班，邀请院士专家定期领训的同时，积极打造网络授课平台，方便导师们根据个人时间灵活开展自学自修。为提升研究生教学“含战量”，他们定期选派研究生导师赴一线部队代职锻炼、参与重大演习任务，在跟学跟训中掌握基层防治训练伤实际需求，针对性调整授课教案、优化科研攻关方向。目前，总医院多项国家及军队教学成果来自基层演训一线，编撰战创伤救治等教材20余套。此外，他们建立研究生导师学分制考核制度，对参训情况、部队实践等内容量化赋分，考核结果与招生上岗资格、年度业绩考评、个人成长进步挂钩，切实将“立德树人、为战育人”要求落到实处。笔者在采访中了解到，李春宝的“能力图谱”中，军事能力这类指标得分偏低。这段时间以来，除了赴基层带教训练伤防治骨干，他还针对性参加多个专业强训。“补齐能力短板的过程，既让我对自身业务水平有了清晰认识，更让我加深对‘为战育人’的理解。”李春宝说。