Background:
Social development and the diverse health needs of the population present new challenges for medical education. Training medical postgraduates to adapt to contemporary characteristics, meet public health needs, maintain a stable medical workforce, and lead the development of the healthcare is now a critical measure of a country's medical education level and healthcare reform success. From the integration of medical education and practice to the construction of "New Medicine," the merging of industry, academia, and research has become a significant trend in the professional development of contemporary medical postgraduates. Coupled with the rapid development of smart medicine and interdisciplinary integration, the definition of an outstanding postgraduate medical student is no longer limited to proficiency in medical skills but should also include the requirements of an intelligent, competent and well-rounded leader in the profession.Thus, identifying the essential skills medical postgraduates need to effectively translate their knowledge into practical job competencies is a crucial area of research.

Purpose:
This research aims to construct a leadership model for medical postgraduates from an "environment-relationship" perspective. It seeks to clarify the nature of medical postgraduate leadership, its constituent dimensions, and the processes through which it is formed and developed. Additionally, the study aims to develop an indicator system to empirically analyze and validate the model and its dimensions, proposing relevant application scenarios.

Methods:
Using conceptual analysis, the concept of medical postgraduate leadership is defined. On this basis, grounded in models of social change leadership, social cognitive theory, and relational leadership theory, aims to realize value, the model was constructed to explain the formation process and dimensional content of medical postgraduate leadership from an "environment-relationship" perspective. The model identifies medical postgraduate leadership as comprising three dimensions—competency, influence, and innovation—along with 20 specific subcomponents. To analyze and validate the reliability and validity of the model, the Delphi method, analytic hierarchy process, and entropy weight method were employed. These methods confirmed the model's three dimensions and associated three-tier indicators, proposing application scenarios for practical use.

Results:
The model establishes a theoretical framework for the formation and function of medical postgraduate leadership, and its reliability and validity have been verified.

Conclusion:
This study provides guidance for shaping medical postgraduate leadership, promoting the restructuring of medical education objectives, refining training content, and optimizing training models. It also offers a reference standard for evaluating the quality of medical education and medical postgraduates. Specific application scenarios include:
1) Evaluating and measuring the leadership level of medical postgraduates;
2) Guiding the formulation of comprehensive medical education reform plans;
3) Advancing leadership research in the field of education, fostering sustainable development through the integration of medical education and practice;
4) Increasing the number of indicators of operational variables for the evaluation of the quality of medical students, leading to a more comprehensive development of students.

Keywords: Leadership Mode, Medical Postgraduates, Environment-Relationship, China.