Abstract: The quality of graduation theses is one of the important indicators for measuring the training quality of eight-year program of clinical medicine. Various pilot eight-year curriculums in medical schools have made great efforts in their education remodeling in order to strengthen students' research capabilities and to optimize thesis quality. As medical education enters an accelerating phase of innovative reformation and development, the quality control and improvement of graduation theses in eight-year programs still faces several challenges, such as the decoupling of sampling standards from classified training, unclear thesis positioning and objectives, teacher-centered training models, unshaped evaluation criteria and reliance on external quality control. Based on an outcomes-based education (OBE) concept, reformation in training as well as management of graduation thesis should focus on learning outcomes and goals, clarify thesis positioning and teaching objectives, adopt diversified teaching models, establish an evaluation system based on learning outcomes, and improve a supportive quality assurance system. These measures aim to promote the in-depth implementation of reforms in graduation thesis teaching and further enhance the comprehensive thesis abilities and quality of eight-year medical students.

Key words: eight-year clinical medical program, graduation thesis, OBE concept, teaching reformation