Frontiers in medicine · 2026
A one-core, four-dimension framework for teaching-management integrated governance in medical universities.
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Tan Wenbin
Аннотация
BACKGROUND: Digital-intelligent transformation is reshaping medical universities, yet teaching and management often remain structurally separated. This paper proposes a theoretically grounded framework for teaching-management integrated governance (TMIG) in medical universities.
MAIN BODY: Drawing on governance theory, general systems theory, digital-era governance, and medical-education standards, we synthesise a one-core, four-dimension conceptual model and specify three enabling logics. The model centres on virtue-oriented talent cultivation and comprises value and philosophy, organisational structure, data platform, and operational mechanism; the theoretical, practical, and safeguarding logics explain how digital-intelligent technologies can couple teaching and management into an evidence-based governance loop. The synthesis is methodologically explicit: it draws on a targeted search of PubMed, Web of Science, Scopus, and policy repositories (2014-2026), applies inclusion criteria focused on digital governance and medical education, and retains approximately 30 anchor works.
CONCLUSION: By treating teaching and management as one governance system, TMIG offers a conceptually grounded path towards the integrated, intelligent, and internationalised digital-education agenda. The analysis is a conceptual synthesis of published work and contains no primary empirical data; the framework is offered as a foundation for later empirical and evaluative research.
MAIN BODY: Drawing on governance theory, general systems theory, digital-era governance, and medical-education standards, we synthesise a one-core, four-dimension conceptual model and specify three enabling logics. The model centres on virtue-oriented talent cultivation and comprises value and philosophy, organisational structure, data platform, and operational mechanism; the theoretical, practical, and safeguarding logics explain how digital-intelligent technologies can couple teaching and management into an evidence-based governance loop. The synthesis is methodologically explicit: it draws on a targeted search of PubMed, Web of Science, Scopus, and policy repositories (2014-2026), applies inclusion criteria focused on digital governance and medical education, and retains approximately 30 anchor works.
CONCLUSION: By treating teaching and management as one governance system, TMIG offers a conceptually grounded path towards the integrated, intelligent, and internationalised digital-education agenda. The analysis is a conceptual synthesis of published work and contains no primary empirical data; the framework is offered as a foundation for later empirical and evaluative research.