学院摒弃弃“3 + 1”、“2 + 2”等分段培养模式，由两校专家组成学术委员会共同完成教学及育人工作。
An academic committee comprised of experts from both institutions oversees education and training, moving away from education-by-stage concepts such as 3 + 1 or 2 + 2.
方法在临床实践过程中，先理论，后实践，分段式培养正畸进修医师的临床操作能力，有目的性地采取培养措施。
Methods in clinical training, theory first, and then practice. Performance abilities were trained steps by steps, with clear purpose.
本文针对本科法学教育人才培养模式存在的问题，尝试着提出了分段分类构建措施。
To solve the existing problems of training mode of undergraduate legal education, this paper tries to proposes the measures of.
本文针对本科法学教育人才培养模式存在的问题，尝试着提出了分段分类构建措施。
To solve the existing problems of training mode of undergraduate legal education, this paper tries to proposes the measures of.
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