• Q U Fanwei, H E Jin, M A Hua, Jiang Yanling, Zhao Wenlan, Virasakdi Chongsuvivatwong, and Jiang Runsheng.
• Kunming Medical University, 1168 West Chunrong Road, Yuhua Avenue, Chenggong District, Kunming 650500, Yunnan, P.R.China.
• JNMA J Nepal Med Assoc. 2019 Jan 1; 57 (215): 454945-49.

IntroductionIn order to solve the shortage of competent healthcare manpower at the village level of Yunnan Province, We compared the training mode of Kunming Medical University and The Medical Educational Center, Hat Yai of PSU. The aim of this study is to compare the difference of the two institutions and learn from each other's advantages.MethodsThe review covered relevant policy areas and stipulations governing general practitioner training for both countries. Qualitative research was done by using a questionnaire developed in house by the project team, students from the inaugural cohort at KMU and students from the MECH. In Qualitative research, in-depth interviews were carried out with the teaching administration and students from both schools.ResultsIn Kunming Medical University, besides the conventional lectures, teaching methods such as case based learning and problem based learning have been worked into the basic science, laboratory, and clerkship/internship sessions. The desired end product is a general practitioner. The curriculum emphasizes general practice and clinical exposure during the course being guided and informed by the "Undergraduate Medical Education Standard-Clinical Medicine" and the "General Practitioner Training Guidelines" about teaching methods. In Prince of Songkla University, the first and second phases consist of basic science and preclinical integrated topics taught at PSU. For the third and final phase, the students have core clinical modules and selective at MECH where the methods are learner centered, problem based, integrated and set in the context of community primary healthcare practice.ConclusionsWe should start with the integration of the medical disciplines and the humanities, so as to restore the lost "art of doctoring". We need to integrate the various foundational and clinical disciplines into an organ system based curriculum, not just in form, but also in function and purpose.

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