SWOT analysis and development strategy suggestions for clinical medical education and teaching reform under the concept of enhanced recovery after surgery_West China Medical Journal

Authors：

WANG Siyi , ZHAO Yize , SONG Yueming ,  FENG Ganjun

Department of Orthopedic Surgery and Orthopedic Research Institute, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;

Corresponding?author：

FENG Ganjun, Email: gjfenghx@163.com

Keywords：

Enhanced recovery after surgery; clinical medicine; education and teaching reform; SWOT analysis

DOI：

10.7507/1002-0179.202508212

Video：

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This article employs the SWOT model to explore the necessity, practical foundation, and development path of integrating the concept of enhanced recovery after surgery (ERAS) into clinical medical education and teaching. It analyzes the feasibility and limitations of applying the ERAS concept to clinical medical education and teaching reform from aspects such as alignment of training objectives, evidence-based practice resources, teaching scenario foundation, curriculum specialization, teacher transformation ability, educational resource differences, and evaluation mechanisms. It also proposes strategy suggestions centered around top-level design, curriculum integration, teacher team, information-based teaching, and international experience reference, aiming to provide references for clinical medical education and teaching reform.

Citation： WANG Siyi, ZHAO Yize, SONG Yueming, FENG Ganjun. SWOT analysis and development strategy suggestions for clinical medical education and teaching reform under the concept of enhanced recovery after surgery. West China Medical Journal, 2026, 41(7): 1172-1175. doi: 10.7507/1002-0179.202508212 Copy

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2.	Wilmore DW, Kehlet H. Management of patients in fast track surgery[J]. BMJ, 2001, 322(7284): 473-476.
3.	Kehlet H, Wilmore DW. Multimodal strategies to improve surgical outcome[J]. Am J Surg, 2002, 183(6): 630-641.
4.	Ljungqvist O, Scott M, Fearon KC. Enhanced recovery after surgery: a review[J]. JAMA Surg, 2017, 152(3): 292-298.
5.	Gustafsson UO, Scott MJ, Hubner M, et al. Guidelines for perioperative care in elective colorectal surgery: Enhanced Recovery After Surgery (ERAS^?) Society recommendations: 2018[J]. World J Surg, 2019, 43(3): 659-695.
6.	Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world[J]. Lancet, 2010, 376(9756): 1923-1958.
7.	Harden RM, Crosby JR, Davis MH, et al. AMEE guide No.14: outcome-based education: part 5-from competency to meta-competency: a model for the specification of learning outcomes[J]. Med Teach, 1999, 21(6): 546-552.
8.	汪建初, 許佐明, 岑小寧, 等. 基于 ERAS 理念的混合式教學模式在外科學中的改革創新探索[J]. 中國醫學教育技術, 2024, 38(6): 778-782, 794.
9.	王元, 郭少春, 冀培剛, 等. ERAS 理念在神經外科顱腦腫瘤臨床教學中的應用[J]. 醫學教育研究與實踐, 2022, 30(2): 242-245.
10.	Sebel LE, Katz EG, MacLachlan LS. A SWOT analysis of urology residency[J]. Curr Urol Rep, 2021, 22(12): 61.
11.	Dolmans DH, De Grave W, Wolfhagen IH, et al. Problem-based learning: future challenges for educational practice and research[J]. Med Educ, 2005, 39(7): 732-741.
12.	Yao Y, Rui M, Zhou X, et al. Perioperative simulation-based medical education in China: a nationwide cross-sectional survey[J]. BMC Med Educ, 2025, 26(1): 122.
13.	Thistlethwaite JE, Davies D, Ekeocha S, et al. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME guide No. 23[J]. Med Teach, 2012, 34(6): e421-e444.
14.	Michaelsen LK, Sweet M. The essential elements of team-based learning[J]. New Dir Teach Learn, 2008, 2008(116): 7-27.
15.	Zhu W, Yan Y, Sun Y, et al. Implementation of enhanced recovery after surgery (ERAS) protocol for elderly patients receiving surgery for intertrochanteric fracture: a propensity score-matched analysis[J]. J Orthop Surg Res, 2021, 16(1): 469.
16.	Zhang Y, Liu Z, Ma L, et al. Current state and future education implication of enhanced recovery after surgery (ERAS) among Chinese anesthesiologists: national repeated cross-sectional surveys from 2019 to 2023[J]. BMC Med Educ, 2025, 25(1): 765.
17.	Reeves S, Fletcher S, Barr H, et al. A BEME systematic review of the effects of interprofessional education: BEME guide No.39[J]. Med Teach, 2016, 38(7): 656-668.
18.	Yardley S, Teunissen PW, Dornan T. Experiential learning: AMEE guide No.63[J]. Med Teach, 2012, 34(2): e102-e115.
19.	國務院辦公廳. 國務院辦公廳關于加快醫學教育創新發展的指導意見[J]. 中華人民共和國教育部公報, 2020(10): 10-14.
20.	Issenberg SB, McGaghie WC, Petrusa ER, et al. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review[J]. Med Teach, 2005, 27(1): 10-28.
21.	Cook DA, Hatala R, Brydges R, et al. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis[J]. JAMA, 2011, 306(9): 978-988.
22.	Wang C, Li S, Lin N, et al. Application of large language models in medical training evaluation-using ChatGPT as a standardized patient: multimetric assessment[J]. J Med Internet Res, 2025, 27: e59435.
23.	Beasley BW, Wright SM, Cofrancesco J, et al. Promotion criteria for clinician-educators in the United States and Canada. A survey of promotion committee chairpersons[J]. JAMA, 1997, 278(9): 723-728.
24.	Miller GE. The assessment of clinical skills/competence/performance[J]. Acad Med, 1990, 65(Suppl 9): S63-S67.
25.	Harden RM, Stevenson M, Downie WW, et al. Assessment of clinical competence using objective structured examination[J]. Br Med J, 1975, 1(5955): 447-451.

1. 中華醫學會外科學分會, 中華醫學會麻醉學分會. 中國加速康復外科臨床實踐指南(2021 版)[J]. 中國實用外科雜志, 2021, 41(9): 961-992.
2. Wilmore DW, Kehlet H. Management of patients in fast track surgery[J]. BMJ, 2001, 322(7284): 473-476.
3. Kehlet H, Wilmore DW. Multimodal strategies to improve surgical outcome[J]. Am J Surg, 2002, 183(6): 630-641.
4. Ljungqvist O, Scott M, Fearon KC. Enhanced recovery after surgery: a review[J]. JAMA Surg, 2017, 152(3): 292-298.
5. Gustafsson UO, Scott MJ, Hubner M, et al. Guidelines for perioperative care in elective colorectal surgery: Enhanced Recovery After Surgery (ERAS^?) Society recommendations: 2018[J]. World J Surg, 2019, 43(3): 659-695.
6. Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world[J]. Lancet, 2010, 376(9756): 1923-1958.
7. Harden RM, Crosby JR, Davis MH, et al. AMEE guide No.14: outcome-based education: part 5-from competency to meta-competency: a model for the specification of learning outcomes[J]. Med Teach, 1999, 21(6): 546-552.
8. 汪建初, 許佐明, 岑小寧, 等. 基于 ERAS 理念的混合式教學模式在外科學中的改革創新探索[J]. 中國醫學教育技術, 2024, 38(6): 778-782, 794.
9. 王元, 郭少春, 冀培剛, 等. ERAS 理念在神經外科顱腦腫瘤臨床教學中的應用[J]. 醫學教育研究與實踐, 2022, 30(2): 242-245.
10. Sebel LE, Katz EG, MacLachlan LS. A SWOT analysis of urology residency[J]. Curr Urol Rep, 2021, 22(12): 61.
11. Dolmans DH, De Grave W, Wolfhagen IH, et al. Problem-based learning: future challenges for educational practice and research[J]. Med Educ, 2005, 39(7): 732-741.
12. Yao Y, Rui M, Zhou X, et al. Perioperative simulation-based medical education in China: a nationwide cross-sectional survey[J]. BMC Med Educ, 2025, 26(1): 122.
13. Thistlethwaite JE, Davies D, Ekeocha S, et al. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME guide No. 23[J]. Med Teach, 2012, 34(6): e421-e444.
14. Michaelsen LK, Sweet M. The essential elements of team-based learning[J]. New Dir Teach Learn, 2008, 2008(116): 7-27.
15. Zhu W, Yan Y, Sun Y, et al. Implementation of enhanced recovery after surgery (ERAS) protocol for elderly patients receiving surgery for intertrochanteric fracture: a propensity score-matched analysis[J]. J Orthop Surg Res, 2021, 16(1): 469.
16. Zhang Y, Liu Z, Ma L, et al. Current state and future education implication of enhanced recovery after surgery (ERAS) among Chinese anesthesiologists: national repeated cross-sectional surveys from 2019 to 2023[J]. BMC Med Educ, 2025, 25(1): 765.
17. Reeves S, Fletcher S, Barr H, et al. A BEME systematic review of the effects of interprofessional education: BEME guide No.39[J]. Med Teach, 2016, 38(7): 656-668.
18. Yardley S, Teunissen PW, Dornan T. Experiential learning: AMEE guide No.63[J]. Med Teach, 2012, 34(2): e102-e115.
19. 國務院辦公廳. 國務院辦公廳關于加快醫學教育創新發展的指導意見[J]. 中華人民共和國教育部公報, 2020(10): 10-14.
20. Issenberg SB, McGaghie WC, Petrusa ER, et al. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review[J]. Med Teach, 2005, 27(1): 10-28.
21. Cook DA, Hatala R, Brydges R, et al. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis[J]. JAMA, 2011, 306(9): 978-988.
22. Wang C, Li S, Lin N, et al. Application of large language models in medical training evaluation-using ChatGPT as a standardized patient: multimetric assessment[J]. J Med Internet Res, 2025, 27: e59435.
23. Beasley BW, Wright SM, Cofrancesco J, et al. Promotion criteria for clinician-educators in the United States and Canada. A survey of promotion committee chairpersons[J]. JAMA, 1997, 278(9): 723-728.
24. Miller GE. The assessment of clinical skills/competence/performance[J]. Acad Med, 1990, 65(Suppl 9): S63-S67.
25. Harden RM, Stevenson M, Downie WW, et al. Assessment of clinical competence using objective structured examination[J]. Br Med J, 1975, 1(5955): 447-451.

West China Medical Journal

SWOT analysis and development strategy suggestions for clinical medical education and teaching reform under the concept of enhanced recovery after surgery

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