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.
