Objective To analyze the engagement in blended learning and its influencing factors to provide references for optimizing the blended teaching model and improving learning engagement. Methods Student engagement and related data were obtained through a questionnaire survey, and multiple linear regression models were used to analyze the influencing factors of learning engagement. Results After implementing blended learning in the course, students showed high engagement scores in all six sub-dimensions and total learning engagement. Learning engagement was positively correlated with academic performance without significant statistical differences. Multiple linear regression analysis showed that students' self-efficacy, the presentation and delivery of resources, and the perceived gains were significantly positively correlated with learning engagement. Satisfaction with seven aspects of blended learning significantly influenced different sub-dimensions of learning engagement. Conclusion Blended learning effectively promotes students' engagement. When designing blended learning, attention should be paid to the selection of teaching platforms, reconstruction of teaching content, development of online teaching resources, training of teachers' teaching abilities, and the objective design and interpretation of process evaluation indicators.

Objective To investigate the current situation and demand of artificial intelligence in medical postgraduates' study and scientific research. Methods A questionnaire survey was conducted on the demographic data of 49 medical postgraduates in 2022－2024.The current situation of artificial intelligence in study and research, the overall evaluation and use needs of medical postgraduates were investigated. Results The majority of medical postgraduates recognize the importance of artificial intelligence. It plays an important role in many aspects of study and research in medical postgraduates. Medical postgraduates have artificial intelligence training needs. Artificial intelligence also has shortcomings, which requires correct guidance of medical schools and teachers. Conclusion Artificial intelligence is of great importance in the study and scientific research of medical postgraduates. It is necessary to strengthen relevant theoretical teaching and practical application to cultivate new medical talents.

With the rapid development of "artificial intelligence + medicine", intelligent medical engineering education is developing rapidly in China. Capital Medical University has been approved by the Ministry of Education to open an undergraduate program of intelligent medical engineering in 2024. In this paper, after introducing the situation of the domestic intelligent medical engineering program and the goals and characteristics in each university, we focused on the characteristics of the intelligent medical engineering specialty of Capital Medical University, construction of the curriculum system, and practical and innovative talent cultivation initiatives. We aimed to provide a reference for the construction of intelligent medical engineering specialty and talent cultivation.

Objective To explore the application effect of blended teaching model based on ICAP (interactive,constructive,active,passive) theory in obstetrics and gynecology nursing teaching. Methods From September to November 2023, nursing undergraduates from grade 2023 were selected as research subjects. A three-stage blended teaching model based on ICAP theory was adopted, including pre-class preview and preparation, presentation and interaction in class, post-class review and reflection. The deep learning level and autonomous learning ability of the students were compared before and after the teaching reform to evaluate the teaching effect of this teaching model. Results After teaching reform, the deep learning level of students was significantly improved (P＜0.05), especially in terms of information literacy and knowledge reprocessing (P＜0.01). Students' autonomous learning ability was also significantly improved (P＜0.05). And students' learning motivation, planning and implementation ability were significantly better than before. Conclusion The blended teaching model based on ICAP theory can effectively improve students' deep learning level, and facilitate the cultivation of their autonomous learning ability.

Under the guidance of the new medical science initiative, this article discusses how to utilize big data and artificial intelligence to empower and develop the pharmaceutical sciences. In terms of faculty and resources, the study explores improving management system and service quality, promoting teachers' cooperation, to attract talents to work in universities. Regarding the quality of talent training, it aids improvement through dimensions of classroom environment, teaching resources, and learning programs. In the aspect of scientific research level, a more scientific and comprehensive scientific research evaluation system is designed based on big data technology. In terms of social services and discipline reputation, the study investigates the ubiquitous new ecosystem of university-based digital intelligence empowerment. From the perspective of laboratory safety, feasible routes for digitally empowering pharmaceutical laboratory safety construction are explored and applied.

Objective To construct a new model of innovation and entrepreneurship education in traditional Chinese medicine colleges and universities, and to enhance the practical effect of innovation and entrepreneurship education in traditional Chinese medicine colleges and universities, and to cultivate more traditional Chinese medicine talents with innovative spirit and entrepreneurial ability. Methods We interviewed 44 teachers and management personnel related to innovation and entrepreneurship education from 11 traditional Chinese medicine colleges. Using qualitative analysis software Nvivo11, the collected 30 000 words interview text raw materials were open coded to gain a deeper understanding of the current situation and problems of innovation and entrepreneurship education in traditional Chinese medicine colleges and universities. Results The core components of the innovation and entrepreneurship education model in traditional Chinese medicine colleges include the guarantee system, training system, school-enterprise government linkage system, training objectives, educational principles, training methods, and evaluation and assessment system. Conclusion Traditional Chinese medicine colleges and universities can develop and implement effective response strategies in terms of transforming students' awareness of entrepreneurship and innovation, building a reasonable teaching staff, optimizing the allocation of resources both inside and outside the school, and increasing the emphasis on general knowledge.

In order to deepen the reform of talent training mode in universities and cultivate interdisciplinary talents with multi-disciplinary cross-integration capabilities in the new era, Chongqing Medical University has established a micro-major in the Healthy Development and Disease Management for Children based on the employment positions and market demand. This project jointly built by the School of Nursing of Chongqing Medical University and the Affiliated Children's Hospital, guided by the concept of new medical sciences, adhering to the talent training principle of "emphasizing foundation, strengthening ability, improving quality and promoting clinical practice". We are committed updating teaching concepts, enriching teaching resources, innovating teaching methods and means, and deeply exploring characteristic ideological and political teaching cases. The establishment of a pediatric nursing personnel training system in line with social needs aims to cultivate pediatric nursing personnel with solid theoretical foundation and exquisite technology, as well as post competence and humanistic care spirit, so as to meet the urgent demand for high-quality professionals in the field of pediatric nursing in the new era.

Pharmacology, as a core basic course of clinical medicine, pharmacy and other majors in medical colleges and universities, is an important bridge connecting basic medicine, pharmacy and clinical medicine. Students generally report that pharmacology is abstract in content, has numerous knowledge points, is difficult to learn and remember, and is prone to problems such as fear of difficulties in the learning process. Traditional teaching models are difficult to meet students' learning needs. This study is based on the concept of outcome-based education (OBE), focusing on the requirements of medical personnel training under the background of new quality productivity in the new era, through the online and offline organic combination of pharmacology mixed interactive teaching mode, balanced use of a variety of teaching methods, strengthen the effective and close integration of basic medicine and clinical medicine, and help improve the quality of talent training; train students from the absorption of low-level procedural knowledge to the absorption of high-level procedural knowledge and strategic knowledge, and promote students to build a pharmacological knowledge system based on clinical thinking and integrates it into their minds and hearts. This model effectively compensates for the shortcomings of traditional teaching, cultivates students' preliminary clinical thinking and scientific research thinking, significantly improves students' self-learning ability and learning effectiveness, and promotes the improvement of students' comprehensive quality and ability.

The transformation of medical scientific and technological achievements is a key way to achieve the productization, commercialization, and industrialization of new drugs and innovative medical devices. It is an important means to promote technological innovation and progress. Medical technical managers play a crucial role in this process, while the lack of medical technical managers has become one of the bottlenecks restricting the transformation of medical scientific and technological achievements. As one of the founding institutions for medical technical manager training in China, the Science and Technology Park of Capital Medical University has taken the issue of cultivating medical technical managers as the starting point since 2019, exploring the application of PDCA (plan-do-check-act) cycle in the training practice of medical technical managers involving multiple parties such as schools, local government agencies, hospitals, and enterprises. Through continuous planning and execution, inspection and action of results, and adjustment of training plans and goals based on evaluating results, the park continuously improves the training plans and patterns of medical technical managers, forming its own unique training system. The practice provided a reference for the establishment and implementation of medical technical manager training patterns in universities and training institutions.

Medical simulation plays a pivotal role in education by providing students and clinicians a platform for hands-on practice in a safe, controlled, and repeatable environment. Infectious diseases involve diverse pathogens, leading to distinct clinical diagnosis and treatment and disease and management compared to other conditions. Traditional teaching methods in this area face several challenges; however, high-fidelity simulators allow learners to practice in a risk-free environment with real-time feedback and multidimensional interaction, enhancing the integration of theory and practice. With the deepening of the understanding of infectious diseases, the application of high-fidelity simulators in teaching will continue to expand. This article reviews the role and value of high-fidelity simulators in clinical education for infectious diseases, aiming to support medical educators in effectively leveraging this tool to cultivate highly skilled clinicians.

The construction of the new medical science aims to cultivate compound medical talents and develop students' core qualities. Integrating professional knowledge with ideological and political education in courses is crucial for medical education. This study aims to explore effective ways for the construction of ideological and political education in the pathophysiology course, such as using smart teaching platform, constructing a diverse evaluation system, and enhancing teachers' capabilities, to provide a new path for the construction of ideological and political education in the pathophysiology course. In the future, continuous exploration of innovative teaching methods and evaluation mechanisms will be carried out to further promote the deepening and development of the construction of ideological and political education in courses.

In the full-cycle management of pediatric epilepsy, to meet the needs of children with epilepsy and their families, a nursing workshop was established and a medical-nursing cooperation team was formed. A full-cycle management path centered on children with epilepsy and focused on "solving problems caused by the disease" was created. We have carries out the work of nursing, teaching, research, and talent training in a four-pronged manner. This has improved the quality of specialized nursing, promoted the cultivation of specialized nursing talents, and facilitated the construction of nursing disciplines.

Objective To explore the efficacy of an innovative 3D virtual classroom in cardiology education within internal medicine, aiming to enhance teaching quality and cultivate outstanding medical professionals. Methods This study identified existing challenges in internal medicine education and developed an "Innovative 3D Virtual Classroom" model, employing a six-dimensional pedagogical framework: integration, cohesion, expansion, extension, interaction, and evaluation. The curriculum content, teaching examples, tools, and environment were redesigned accordingly. Eighty clinical medicine students were stratified and randomly assigned to either a control group (traditional teaching methods) or an experimental group (innovative teaching approach) for the Cardiac Arrhythmias module. Post-intervention, teaching effectiveness was assessed through instructor evaluations (theoretical knowledge and clinical reasoning assessments) and student feedback (questionnaires). Results The experimental group demonstrated significantly higher scores in theoretical knowledge, clinical reasoning, and overall performance compared to the control group (P＜0.001). Teaching satisfaction scores showed significant improvements across all dimensions (P＜0.001), with the most notable enhancement in classroom interaction. Conclusion The innovative 3D virtual classroom, through its immersive learning environment and multidimensional interactive mechanisms, significantly improves knowledge translation and clinical decision-making skills among medical students. This approach provides a novel solution to bridge the "theory-practice gap" in medical education and offers evidence-based support for reforming medical education in the era of intelligent technologies.

In addition to the factors that directly lead to diseases, the daily living environment and social structural factors all have an impact on health. The World Health Organization defines it as social determinants of health (SDH). With the rapid development of the social economy and the increasing severity of health inequality, healthcare workers need to have a deep understanding of the meaning of SDH and be proficient in applying it to their work, in order to master evidence-based interventions to address these issues. In 2016, Japan incorporated SDH related content into the curriculum objectives that medical students need to achieve before graduation and achieved certain results. This article introduces the current status of the application of SDH course objectives, course content, course evaluation and student feedback in the medical departments of Japanese universities, and elaborates on the significance of incorporating SDH into clinical teaching. It aims to provide reference for the localization of SDH in medical clinical teaching in China by drawing on foreign experience.

Objective To construct a comprehensive and quantifiable competency evaluation index system for teaching management positions in medical institutions,providing a basis for recruitment, training, and evaluation of teaching management positions, and helping to continuously improve teaching quality and management level. Methods A combination of qualitative and quantitative methods was adopted, and Delphi method was used. Experts' opinions reached a consensus after 2 rounds of correspondence consultation according to the procedure of "investigation - feedback - re-investigation - re-feedback", and the framework of the index system was initially established. The analytic hierarchy process is used to determine the weight of each index in the system. Results The evaluation index system constructed by the research included 5 first-level indexes such as management ability and 21 second-level indexes such as decision-making ability and execution ability. The system could effectively distinguish the excellent group of teaching management from the average group. Conclusion This study uses the combination of qualitative and quantitative methods to explore the construction of teaching management post competency evaluation index system, to provide a basis and reference for the performance evaluation and training of teaching management personnel in medical and health institutions.

The Content and Standard of Standardized Residency Training (2022 edition) defined the training objective as six core competencies for the first time, so the assessment should be competency oriented. Some formative assessment tools can comprehensively assess clinical competence. However, most of the formative assessment tools come from the internal medicine system and are not fully applicable to ultrasound medicine. This paper introduced the formative assessment tools commonly used at home and abroad, and analyzed their adaptability to the department of ultrasound. More suitable formative assessment tool for the characteristics of ultrasound medicine were explored.

Objective To explore the effectiveness of "lecture-based learning+case-based learning+problem-based learning" three-track teaching method combined with multimedia courseware in tumor immunology. Methods A total of 132 undergraduates from Capital Medical University were included, and divided into experimental group (85 students) and control group (47 students). Three-track teaching method combined with multimedia courseware was used in the experimental group while lecture-based learning was used in the control group. The test and questionnaire survey were performed to evaluate teaching effectiveness. Results Both the test score and the proportion of excellent students were higher in the experimental group than those in the control group (both P＜0.001). Furthermore, a questionnaire survey performed in the experimental group showed that satisfaction rate of the students on the contents, clinical thinking cultivation, and teaching effectiveness for three-track teaching method combined with multimedia courseware in tumor immunology were 97.5%, 93.8%, and 95.1%, respectively. Conclusion Compared to lecture-based learning, three-track teaching method combined with multimedia courseware has a better teaching effectiveness in tumor immunology, and can improve the teaching quality.

The significance and disciplinary status of clinical pharmacokinetics in drug development and clinical applications are undeniable, forming a crucial theoretical basis for drug bioequivalence study. However, traditional experimental teaching methods, challenged by resource limitations and ethical concerns, fail to meet the educational demands of the new era. This article employs virtual experiment technologies, using the simulation of the bioequivalence evaluation of Dabigatran Etexilate Capsules as a case study, to design a series of instructional experiments. These include the design of bioequivalence trials, calculation of pharmacokinetic parameters, methodological validation, and bioequivalence assessment, exploring the application and effectiveness of virtual experiments in clinical pharmacokinetics experimental teaching. Integrating teacher evaluations, peer assessments, experimental reports, final grades, and survey results, it is demonstrated that virtual drug bioequivalence evaluation trials can stimulate students' interest in learning, enhance their practical skills, and improve their scientific abilities. The application of virtual drug bioequivalence evaluation technology significantly enhances the teaching outcomes in pharmacokinetics and enriches the students' learning experience. This technology not only addresses the resource and ethical issues present in traditional experimental teaching but also provides new approaches and methods for clinical pharmacy education. Furthermore, it aids in cultivating high-quality professionals who meet the demands of modern drug development, thereby advancing clinical pharmacy education.

With continuous innovations in medical technology and an increasing demand for healthcare, it is imperative to train medical professionals with advanced skills and interdisciplinary knowledge. Virtual simulation technology holds tremendous potential in medical education, providing real clinical experiences and efficient teaching. This paper explores the development, implementation, and practice of virtual simulation courses in the new era of medical science, aiming to meet the evolving educational demands and enhance the professional skills and clinical preparedness of medical students. It presents a promising solution for the future of medical education.

Objective To explore the influencing factors and classification characteristics of academic integrity intentions among graduate students in medical colleges based on the theory of planned behavior(TPB). Methods The Delphi method was used to develop scales for core variables. A survey was conducted on 735 graduate students from three medical colleges in Shanxi Province. Logistic regression analysis was applied to identify the risk factors of academic integrity intentions among graduate students, and latent category analysis was used to classify the categories of academic integrity intentions among graduate students. Results The proportion of graduate students with positive academic integrity intentions is 81.90%, which can be divided into four categories: comprehensive good type, cognitive and normative good type, self-control good type, and high-risk type. Behavioral attitude (OR=3.475, 95%CI: 2.128－5.677), perceived behavioral control (OR=3.115, 95%CI: 1.860－5.217), and subjective norms (OR=2.368, 95%CI: 1.329－4.220) are important influencing factors of academic integrity intention among graduate students. Conclusion Graduate students should become the first responsible person for their academic integrity. Academic standardization education and implement classified guidance should be strengthen in universities.

Education evaluation, featuring contemporaneity, wholeness and orientation, serves as the baton of educational development. It is the key to the education comprehensive reform that deepening the reform of education evaluation in the new era. The cultivation of rural-oriented medical students is a major measure to deepen medical reform and strengthen the construction of county medical community and the construction of general practitioner team, and is also an important part of realizing the "Healthy China Strategy". It is an urgent task to construct a teaching evaluation system for undergraduate order-oriented medical students that meets the educational requirements in the new era. This paper takes theChinese and Western Medicine Rehabilitation in Guangzhou University of Chinese Medicine as the starting point, combined with the teaching work carried out in the early stage, analyzes the education evaluation reform in the training of rural-oriented medical students under the background of new medical science, and conducts exploratory research, in order to formulate an education evaluation system that meets the requirements of the times and the actual situation of the school, improve the quality of teaching, and finally form a replicable talent training model, which provides a theoretical basis for further deepening the training of rural-oriented medical students in the undergraduate major of traditional Chinese medicine.

Objective To explore the application of force analysis teaching mode in clinical teaching of trauma orthopedics, with the support of digital orthopedic technology. Methods A prospective controlled design was adopted, and 58 medical undergraduate students during the clinical internship stage were randomly divided into an experimental group and a control group. The experimental group consisted of 28 students who were taught complex fracture classification and treatment based on force analysis using 3D reconstruction, 3D printing, and finite element analysis in digital orthopedic technology. The control group consisted of 30 students who received traditional teaching methods. The effectiveness of two different teaching methods were evaluated by questionnaire surveys and paper assessments. Results In the questionnaire survey, there was a statistically significant difference in scores between the two groups of students in four dimensions: learning value, teaching organization, teacher-student interaction, and curriculum expansion (P＜0.05); There was no statistically significant difference in scores between the two groups of students in the dimensions of teaching enthusiasm, teacher-student relationship, assessment and evaluation, homework reading, and course evaluation (P＞0.05). The final exam score of the experimental group (88.46±4.47) points was significantly higher than that of the control group (85.50 ± 5.74) points (P＜0.05). Conclusion The application of a teaching model based on force analysis combined with digital orthopedic technology in the clinical internship stage of trauma orthopedics for medical undergraduate students not only improves their theoretical knowledge and skill level, but also helps to cultivate their clinical decision-making ability, which improving teaching effectiveness.

Objective To explore the application effect of video-feedback teaching based on group discussion and error commentary in basic surgical skills training for medical students. Methods Eighty-one students were randomly divided into experimental group (n=41) and control group (n=40). Experimental group used video-feedback teaching based on group discussion and error commentary; while control group used traditional video-feedback teaching. The effect of this teaching method on basic surgical skills training and teaching satisfaction was analyzed. Results The experimental group's scores in the assessment of basic surgical skills and the scores from the teaching satisfaction questionnaire survey were both higher than those of the control group (P＜0.05). Conclusion Video-feedback teaching based on group discussion and error commentary has better teaching effect and teaching satisfaction in basic surgical skills training for medical students.

Objective To analyzes the participation of undergraduate students in blended teaching under the concept of outcome-based education (OBE), proposes solutions to enhance their enthusiasm for online and offline learning and enhance their learning effects, and provides relevant references for the development of blended teaching. Methods An electronic questionnaire survey was conducted on undergraduates of a medical college by convenience sampling method, and the current situation and influencing factors of college students' participation in blended learning were statistically analyzed. Results A total of 343 (95.0%) undergraduates have participated in three or more online courses, more than half of them will participate in interaction and collaboration, 258 (71.5%) undergraduates prefer the blended teaching combining online courses and offline traditional classes, and 282 (78.1%) undergraduates are extremely concerned about classroom participation. The influencing factors of participation were analyzed, and three factors with eigenvalues ＞1 were extracted, and the cumulative contribution rate of variance of the three factors was 70.96%, and the rotating component matrix analysis showed that peer teaching, learning resource platform, and teachers and students were the influencing factors. Conclusion The overall learning participation of undergraduates is reflected in behavioral, emotional and cognitive participation, and the factors affecting the participation of blended teaching are peer teaching factors, learning resource platform factors, and teacher-student factors.

Objective To analyze and evaluate the feedback effect of the academic evaluation method based on the concept of OBE-CDIO in the online teaching of TCM internal medicine for international students. Methods In the 2019 online teaching of TCM internal medicine for international students in Beijing University of Chinese Medicine, the subjective evaluation and objective results of international students are analyzed through questionnaires, with the goal of achievement-oriented education, and the CDIO model of TCM internal medicine. Results After the teaching practice of OBE-CDIO mode, the self-evaluation results of the experimental group in terms of knowledge and skills, process and method showed that the students thought their ability was significantly improved and the difference was statistically significant (P＜0.05). However, according to the academic assessment results, the final average score of the experimental group increased significantly, and the difference was statistically significant (P＜0.05), and the average score and excellent rate were significantly improved. Satisfaction survey showed that the satisfaction of the experimental group in knowledge and skills, process and method, emotional attitude and values was 100%, which was higher than that of the control group. Conclusion The establishment of "multi-interactive" academic assessment under the concept of OBE-CDIO can better reflect students' ability in knowledge and skills, process and method, which is of great significance to improve the quality of TCM medicine teaching for international undergraduates.

Objective To construct an evaluation index system for the construction of public utility management (health management) teaching and research section, and to provide reference for promoting the construction of teaching and research section in health management. Methods Based on the theoretical framework of "structure-process-outcome", this study combined literature research and expert interviews, carried out two rounds of Delphi method to determine the indicator system, and percentage weight method to calculate the weights of indicators at all levels. Results The study effectively consulted 17 experts and included 6 first-level indicators, 23 second-level indicators, and 55 third-level indicators. Among them, the first-level indicators and their weights were organizational construction (0.272), teaching activities (0.256), teaching construction (0.151), teaching research (0.037), scientific research (0.068), and teaching effectiveness (0.216). The positive coefficients of the two rounds of Delphi expert consultation were 89.5% and 100%, and the authority coefficients were 0.839 and 0.859, respectively, with the degree of experts coordination increasing round by round. Conclusion The constructed index system has a high degree of scientificity and stability, and can provide an effective evaluation tool for the construction of the teaching and research section of health management.

Objective To analyze the hotspots and advanced directions of health service management undergraduate education in Chinese universities in the past 20 years. Methods The key words and contents of 497 literatures on health service management were analyzed by CiteSpace literature analysis software on the basis of the literatures collected by CNKI and Wanfang. Results Curriculum setting, practical teaching, and training objectives were the key words with high frequency and close relationship. Values, quality evaluation, and other keywords were less frequent and less related to other keywords. Conclusion The research of health service management education in China has carried out relatively rich research on curriculum construction and practical teaching, and the research on professional values, professional quality evaluation, and the innovation of talent training mode to meet the new demands needs to be in-depth.

Objective To promote high quality design and implementation of Investigator-Initiated Trail (IIT) in stomatology. Methods Combining with the actual work, the problems and causes of IIT in stomatology were systematically sorted out, and the corresponding countermeasures were put forward from the perspective of management through literature review. Results There exist some problems in IIT in stomatology, such as lack of standardization in research design, insufficient ethical review and subject protection awareness, failure to conduct research registration and filing in accordance with regulations, lack of quality control. Conclusion Medical institutions should play the main responsibility of IIT management, collaborate with various management platforms and combine the characteristics of stomatology, establish smooth management paths, strengthen the two-way training of scientific researchers and management personnel to promoting the development of stomatology.

Objective To observe the effects of role swap teaching rounds with conceive-design-implement-operate (CDIO) teaching mode in improving the clinical thinking abilities of standardized training residents. Methods A total of 124 students in the Department of Cardiology, the First Affiliated Hospital of Naval Military Medical University from July 2021 to December 2022, were randomly divided into the experimental group (n=62) and the control group (n=62). The experimental group students were trained with the CDIO mode guided role swap teaching rounds, while the control group were applied with traditional teaching rounds. Before graduation, the clinical thinking abilities and clinical comprehensive abilities of both groups were evaluated. In addition, the experimental group students filled in questionnaires to evaluate the teaching effects. Results The critical thinking, systematic thinking and evidence-based thinking abilities of the experimental group were better than those of the control group (P＜0.05). Moreover, according to the Mini-CEX scale, the experimental group residents represented better capability in clinical reception, disease analysis and diagnosis and communication (P＜0.05). The questionnaire survey showed that the new teaching method inspired the interest and passion for learning of the standardized training residents, developed their clinical thinking ability, organizational capability, verbal dexterity, and the learning efficiency. Conclusion CDIO mode guided role swap teaching rounds is helpful to improve the clinical thinking abilities of standardized training residents.

Objective To explore the effect of anchored instruction combined with Gibbs reflective cycle on the intervention outcomes for nursing students (hereinafter referred to as nursing students) in emergency critical care nursing course. Methods Nursing students from Beijing Health Vocational College, Class of 2019 (30 students) and Class of 2020 (30 students), who were interning at Beijing Anzhen Hospital, Capital Medical University were selected as research subjects. The 2020 class was designated as the combined teaching group, while the 2019 class served as the traditional teaching group. The traditional teaching group used traditional teaching methods, whereas the combined teaching group used anchored instruction combined with Gibbs reflective cycle. The study compared the learning outcomes, classroom effect evaluations, and satisfaction results between the two groups of nursing students. Results The combined teaching group achieved theoretical and practical scores of (83.3±6.9) points and (94.2±2.1) points, respectively, higher than the traditional teaching group's scores of (52.5±9.7) points and (85.2±4.3) points. The evaluation of teaching effectiveness and satisfaction in the combined teaching group was also higher than in the traditional teaching group, with the differences being statistically significant (P＜0.05). Conclusion The application of anchored instruction combined with Gibbs reflective cycle in emergency critical care nursing courses can improve nursing students' academic performance, satisfaction, and recognition of teaching effectiveness.

Objective To further optimize the promotion and enrollment work, strengthen the selection of top-notch innovative talents, and promote the improvement of talent training quality. Methods Through discussions with 30 medical student enrollment and training units that hold summer camps and pre-recommendation applications, this study analyzes the factors that affect recommendation acceptance from the perspective of the recommendation acceptance process. The PEST-SWOT model is used to analyze the factors that affect recommendation acceptance, and these factors are rated to identify the problems and countermeasures in the current recommendation and enrollment work. Results The average scores for opportunities, threats, strengths, and weaknesses were 7.80, -7.47, 8.33, and -8.10 points, respectively. In terms of external opportunity factors, having a good undergraduate college background and a good undergraduate professional background scored higher, with scores of 8.89 and 8.62 points, respectively. In terms of external threats, the lack of a comprehensive summer camp admission system and exemption of enrollment quotas, with the plan to reduce posing the greatest threat, at -8.2 and -8.16 points, respectively. Among the internal advantage factors, having strong logical thinking ability (S6) and ranking high in professional performance scored higher, with scores of 9.22 and 9.00 points, respectively. Among the internal disadvantage factors, the lack of personal integrity has the greatest disadvantage, with a score of -9.82 points. Conclusion On the one hand, it is necessary to improve the assessment and evaluation standards for pre-recommendation acceptance, establish a pre-recommendation registration system that is in line with itself, and further standardize the process of pre recommendation acceptance; on the other hand, we need to explore solutions to the trust crisis between schools and recommended applicants, and maintain fairness and impartiality in the recommended enrollment work.

The experimental course of pharmacological toxicology plays a vital role in training clinical pharmacy professionals. However, the traditional teaching model has many deficiencies and urgently needs reform and innovation. Based on the teaching practice of the five-year clinical pharmacy major in our university, this paper systematically explores the innovation of the pharmacological toxicology experimental course from aspects such as teaching content, teaching mode and teaching evaluation. The main reform measures include optimizing the experimental teaching content in an integrated manner to highlight professional characteristics; integrating diversified teaching resources both online and offline, and innovating teaching models and methods; establishing a multi-dimensional evaluation system combining formative and summative assessments; and incorporating ideological and political elements into the entire teaching process to strengthen students' professional ethics and sense of responsibility. The innovation practice has achieved remarkable results, with students' experimental skills, comprehensive qualities, and innovative abilities significantly improved and teaching satisfaction greatly enhanced.

Objective To survey college students' willingness of to study micro-majors and related influencing factors, and to provide constructive suggestions for colleges and universities to set up "micro-majors". Methods A questionnaire was used to investigate the understanding and willingness to study micro-majors of 793 college students in Chongqing colleges and universities and structural equation models was used to analyze its influencing factors. Results The study found 61.03% of college students did not understand micro-majors, 52.96% of college students were explicitly willing to enroll in micro-majors, and 36.32% of college students may have ideas but are uncertain. There was a significant difference in behavioral intention scores by gender, knowledge of the micro-profession, and knowledge of the training model of the program. Behavioral attitude, subjective norms, and perceptual behavior control all had significant positive effects on college students' behavioral intention to study micro-majors. Conclusion College students in Chongqing have a low level of understanding of micro-majors and show a positive attitude towards micro-majors, and have a certain willingness and confidence to study. The main reason why students are willing to study micro-majors is mainly to improve their professional knowledge and practical ability, and increase their employment opportunities after graduation. When setting up micro-majors, colleges and universities should increase publicity, identify the positioning of micro-majors, grasp their difficulty, carefully consider curriculum settings, and at the same time, strengthen school-enterprise cooperation to improve college students' willingness to study micro-majors, so as to cultivate the comprehensive professional literacy of college students and deliver compound professionals with multidisciplinary cross-knowledge systems to the society.

Objective To investigate the current situation and influencing factors of the students ' satisfaction with standardized training for resident doctors (referred to as residential training) in two districts of a large public hospital, so as to provide basis and reference for homogenized training. Methods A questionnaire survey was carried out to investigate the residential satisfaction scale based on hospital conditions and literature. The scale was scored by Likert 5-level scoring method and distributed online and offline. Statistical methods were t test and linear regression analysis, and P＜0.05 was considered statistically significant. Results There were significant differences in the overall satisfaction and multidimensional satisfaction in both districts (P＜0.001). Both districts have low satisfaction scores on salary; There were significant differences in the overall satisfaction scores of students with different educational level and professional field (P＜0.05). Learning atmosphere, facilities, management system, teaching quality and salary had significant positive effects on satisfaction (β＞0, P＜0.05). Conclusion The satisfaction of residential training students to the general hospital is higher than that of the sub-hospital. In order to improve the satisfaction of residential training students, promote the homogenization of residential training and achieve better residential training results, we need to focus on optimizing the allocation of resources in the sub-institutes; The improvement of the training system for resident doctors; Promote the reform of teaching methods and salary; Pay attention to the actual needs of students with different degrees and majors.

The Marxist theoretical literacy of the undergraduate student leaders is related to the problem of cultivating qualified builders and reliable successors of the socialism with Chinese characteristics. Through the analysis of the implications and reasoning of the theoretical literacy of the undergraduate student leaders in the new era, this paper explores the construction of a diversified theoretical acquisition system and a multi-dimensional theoretical practice mechanism, guided by practical problems, to further improve the theoretical literacy of the undergraduate student leaders and enhance the effectiveness of ideological and political education of college students.

Faced with the challenges and opportunities brought by information technology and artificial intelligence, medical education urgently needs to cultivate interdisciplinary and innovative talents. The new medical science initiative, guided by national strategies, aims to cultivate medical professionals who can meet the demands of the new era through interdisciplinary integration, technological innovation, and medical education reform. This paper, under the background of new medical science, systematically reforms the neurobiology course in terms of teaching objectives, interdisciplinary integration, and ideological and political education in the course, and evaluates the effectiveness of these reforms through student performance and feedback. The study results indicate that the reformed course content was well understood and accepted by the students, and there was a certain degree of improvement in their knowledge mastery and innovative abilities. However, there are still shortcomings in teaching resources and course evaluation. This paper summarizes the practical teaching experience, providing a reference for promoting innovation in medical education under the new medical science framework.

Objective To compare the application effect of project-driven teaching method under the constructivism learning theory in the basic nursing classroom teaching of undergraduate nursing majors, and to explore the impact on students' autonomous learning ability and humanistic caring ability. Methods A total of 193 students from 4 classes of 2022 majoring in nursing from School of Nursing, Xinjiang Medical University were selected as the research objects, 97 in the experimental group and 96 in the control group. The experimental group adopted project-driven teaching under the constructivism concept. The control group was taught with the investigatory 5W case teaching method (What, Why, Where, Way, When). Results There was no significant difference between the two groups (t=1.35, P=0.09). The practical performance of test group was higher than that of control group, and the difference was statistically significant (t=8.31, P＜0.01). The result of process evaluation of test group was higher than that of control group, and the difference was statistically significant (t=6.95, P＜0.01). The autonomous learning ability of test group was higher than that of control group, and the difference was statistically significant (t=3.72, P＜0.01). The humanistic caring ability of experimental group was higher than that of control group, and the difference was statistically significant (t=-2.38, P＜0.01). Conclusion The project-driven teaching under the constructivism learning theory in basic nursing curriculum is conducive to improving students' academic performance, autonomous learning ability and humanistic care ability.

The implementation of the Healthy China Strategy has raised higher requirements for the cultivation of professional talents in health management. To meet this demand, the Capital Medical University adheres to the concept of balancing connotative development and characteristic construction, focusing on enhancing the teaching quality of basic medical and health courses, and continuously optimizing talent training programs. By fully leveraging the resource advantages of both full-time and part-time faculty, the university has implemented an elite training model that integrates theoretical teaching with practical training. This approach comprehensively improves the overall qualities of undergraduate students majoring in public affairs management, thereby effectively meeting the urgent demand for professional health management talents in the construction of Healthy China.

Objective To establish a scientific and quantifiable evaluation framework for the teaching management of teaching and research departments in clinical disciplines at medical college-affiliated hospitals, and to develop the Teaching Evaluation Index System for these departments. Methods Based on literature review and field investigations, an initial version of the Evaluation Index System for Teaching and Research Departments of Medical College-Affiliated Hospitals (consultation draft) was formulated. Subsequently, three rounds of expert consultations were conducted using the Delphi method to refine the composition of the evaluation indices and the allocation of weights. Results The final "Teaching Evaluation Index System for Teaching and Research Departments of Medical College-Affiliated Hospitals" was established, comprising 6 first-level indicators, 25 second-level indicators, and 1 additional item index. Statistical analysis revealed that the authority coefficient (Cr) for the three rounds of expert consultations was 0.842, 0.869, and 0.857, respectively. The coefficient of variation (CV) for each index ranged between 0.12 and 0.18, indicating relatively low variability. Additionally, the positive response rate, authority level, and coordination among experts were satisfactory. Conclusion Practical testing demonstrated that this index system exhibits strong operational feasibility and broad applicability, providing a valuable reference for teaching evaluation and management in medical university-affiliated hospitals.

Objective To utilize the teaching method of fostering internal drive within the practice of physical diagnosis in the field of optometry & optometry and to evaluate its effectiveness. Methods In physical diagnosis practice courses of ophthalmology & optometry, students were encouraged to gradually enhance their motivation according to the level of "internal drive degree - discovery degree - activity degree - value degree - honor degree". The theoretical and practical assessment scores of ophthalmology & optometry and "5+3" integrated clinical medicine students in physical diagnosis were analyzed. Results The theoretical examination score for physical diagnosis among ophthalmology & optometry students was (87.06 ± 10.38) points, while their practical assessment score was (91.66 ± 4.48) points. For the "5+3" integrated clinical medicine program, the theoretical examination score was (86.3±7.98) points, and the practical assessment score was (91.38 ± 5.03) points. There were no significant differences in the theoretical examination and practical assessment scores between the two majors (P＞0.05). Conclusion By fostering student internal drive in physical diagnosis practice courses, the teaching effectiveness of ophthalmology & optometry students was found to be comparable to that of "5+3" integrated clinical medicine students.