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This study analyzes the evolution of synergies between education and healthcare systems (SEHS) in China's policy from 1949-2023, using a three-dimensional analytical framework applied to 64 official policies. The analysis reveals four distinct periods of SEHS policy development, identifies the Ministry of Education and the National Health Commission as core subjects, and highlights imbalances in policy tools and collaboration. The study recommends strengthening continuity, establishing effective working mechanisms, and improving articulation across medical education stages.
This policy analysis highlights the need for improved coordination and strategic alignment between education and healthcare policies in China to optimize the training and development of medical professionals.
This study examined the evolving synergies between education and healthcare systems (SEHS) in China's policy, based on the perspective of the theory of policy tools, to identify the existing policy defects and propose suggestions. A three-dimensional analytical framework was constructed following the literature review. Sixty-four official policies on SEHS issued during the period of 1949–2023 were analyzed. We subsequently undertook text coding, quantification, and content analysis of the policies. China's SEHS policy has gone through four periods: germination, exploration, development, and improvement. The medical education management organization has changed according to the policy evolution. The Ministry of Education and the National Health Commission are the core subjects of the SEHS policy, and both prefer to use environmental and supply-side policy tools. Although China's SEHS policy achieved certain results, some issues have not yet been addressed, and there remains an imbalance in the structure of policy tools, insufficient collaboration among policy subjects, and poor articulation among the stages of medical education. Strengthening the continuity and balance of SEHS policies, establishing an effective SEHS working mechanism, and improving the articulation of the policies of the three stages of medical education are recommended to promote SEHS programs.
