China now operates with a well-developed, voluntary system of citizen organ donation, one that is compatible with its laws and traditions. With such a substantial growth of the field under consideration, there is an increasing shortage of trained personnel, a limitation which greatly hinders the attainment of high-quality organ donation service. Present-day education and training relating to organ donation is now beset by fragmentary curricula, by training systems that do not connect well with one another and by the lack of an autonomous disciplinary base, so that known talent-training models fall short of industrial needs. If we consider the full-scale reform of Chinese medical education as a precedent or model case, we may now assess the necessity and the educational worth of making organ donation an independent discipline, which may lead to restructuring of specialized teaching plans or to new forms of training suited to interdisciplinary talents. The study lays out methodically the internal logic of disciplinary construction its contribution to better organ donation education as applied to five pillars: teaching system formation, curriculum resource work, full time faculty development, clinical practice instruction, and multi-dimensional assessment systems. With regard to China′s medical administration of education and to the developmental state of organ donation, tiered linkage and integrated proposals for reform of educational policy are now being considered. Standardized, methodical disciplinary growth is a basic means of solving such difficulties as a lack of trained personnel or poor teaching effectiveness. It may help ensure long-term, consistent progress on both a national and local level in transplant-related care.