Objective　To design an interdisciplinary teaching curriculum focused on artificial intelligence (AI) literacy for ultrasound diagnosis, and explore effective pathways for multidisciplinary integrated training, so as to enhance the application awareness and practical skills of residents in the department of ultrasound regarding AI-assisted ultrasound diagnosis, and address the issue of low clinical translation rate of AI research achievements.Methods　A total of 48 residents who received training in the Ultrasound Department of Beijing Tiantan Hospital, Capital Medical University from January 2023 to November 2025 were selected as the research subjects. A questionnaire survey was conducted to understand the current status of residents' awareness of AI-assisted ultrasound diagnosis. An interdisciplinary teaching program was designed incorporating clinical literature seminars, simulated operation of AI-assisted software, and clinical teaching sessions. Another questionnaire was administered to evaluate the feasibility and acceptance of this teaching program.Results　Residents demonstrated a moderate level of understanding of AI-assisted ultrasound diagnosis, with a lack of relevant training and practical experience. 89.6% (43/48) of residents expressed a desire to receive AI literacy education. 97.9% (47/48) of residents gave positive feedback on the interdisciplinary education course for AI-assisted ultrasound diagnosis, noting that it helped them construct a multidisciplinary knowledge framework, cultivate innovative thinking, develop practical operational skills, and meet the demands of clinical work.Conclusion　Residents in the ultrasound department possess basic awareness of AI-assisted ultrasound diagnosis and have an urgent learning need. The interdisciplinary literacy education for AI-assisted ultrasound diagnosis has been widely recognized by residents, and can serve as a new clinical teaching approach for AI literacy cultivation, fostering interdisciplinary medical talents and promoting the innovation of intelligent healthcare.

 With the rapid innovation of ultrasonic imaging technology and equipment performance, traditional teaching models can no longer meet the needs of ultrasound professionals in learning, evaluating, and internalizing cutting-edge technologies. Autonomous learning ability has become a key factor for students to adapt to technological development and achieve knowledge updating throughout their careers. The O-AMAS teaching model adheres to a student-centered and outcome-oriented teaching concept, integrating the advantages of online and offline teaching, enriching teaching resources and learning channels, expanding the diversity of teaching and assessment methods, and focusing on the integration and application of knowledge. This model can effectively enhance students' autonomous learning ability and achieve teaching objectives. This study elaborates on the curriculum design and practical application of ultrasound under the O-AMAS teaching model, providing a theoretical basis for future curriculum development in ultrasound molecular imaging.

【Abstract】 Objective　We conducted a study to investigate the efficacy of an AI clinical reasoning training system, based on a real case database and the DeepSeek large language model in the standardized residency training for ultrasound medicine.Methods　A total of 42 ultrasound residents trained between December 2023 and June 2025 were selected as study subjects and randomly assigned to an observation group (n=21) and a control group (n=21). The control group received traditional conventional training, while the observation group supplemented conventional training with the AI clinical reasoning training system for three months. After the training, a standardized ultrasound clinical reasoning ability assessment was conducted to compare the scores between the two groups, analyzing multiple dimensions including medical history taking integration, image interpretation, differential diagnosis, and diagnostic accuracy. A questionnaire survey was used to assess trainees' satisfaction with the teaching outcomes.Results　The assessment results showed that the total score of clinical reasoning ability in the observation group (91.14±2.20) was significantly higher than that in the control group (84.62±3.02) (P<0.001). Multidimensional analysis revealed that the observation group significantly outperformed the control group in history taking integration, comprehensiveness of differential diagnosis, and diagnostic accuracy (all P<0.001). However, no significant difference was found in ultrasound image recognition and interpretation between the two groups (P>0.05). The questionnaire survey indicated that the observation group's satisfaction reached 100% across all five aspects: improving theory-practice integration, enhancing self-directed learning ability, and strengthening clinical reasoning, which was significantly higher than that of the control group (all P<0.05). Conclusion　In standardized residency training for ultrasound medicine, the supplementary use of the AI clinical reasoning training system can effectively enhance residents' clinical reasoning ability and diagnostic proficiency, with significant effects particularly in history taking integration, differential diagnosis, and diagnostic accuracy, while also achieving higher teaching satisfaction. This study provides empirical evidence for the application of artificial intelligence technology in the systematic cultivation of clinical reasoning in ultrasound medicine education.

 The curriculum system is the core carrier for talent cultivation in higher education institutions. Under the Sino-foreign cooperative education model, the curriculum integration of the Sports Rehabilitation major urgently needs to be explored. This study takes the cooperative education program between Jinzhou Medical University and the Waikato Institute of Technology, New Zealand, as an example. By analyzing the characteristics of the New Zealand sports science curriculum system and integrating it with the requirements of China's Ministry of Education, a sports rehabilitation curriculum system incorporating resources from both China and New Zealand was constructed. In practice, several problems are identified in the current curriculum system, including misaligned educational objectives, insufficient curriculum integration, inadequate faculty support, and deficiencies in English-medium instruction. Accordingly, reform paths for the curriculum system were proposed, encompassing the reconstruction of educational objectives, optimization of curriculum design, enhancement of faculty capabilities. In subsequent practice of the optimized paths, the effectiveness will be validated through satisfaction surveys and employment situation analysis.

Objective　To explore and evaluate the effectiveness of the "Three-Self" assessment model—comprising self-generated questions, self-administered tests, and self-evaluation—in the teaching of epidemiology courses among clinical medicine students.Methods　Clinical medicine students taking the Epidemiology course in the autumn semester of the 2024–2025 academic year at Xinjiang Medical University were selected as subjects for the teaching reform practice of the "Three-Self" assessment model. The impacts of this model on students' curriculum participation, competency acquisition, and teaching satisfaction were systematically evaluated through score analysis, process observation, and satisfaction surveys.Results　Classes implementing the teaching reform achieved favorable overall course scores, with pass rates all above 94.0% and good performance in independent testing (mean scores ranging from 77.5 to 85.7). Teachers reported high classroom participation, and most students gave positive feedback on the "Three-Self" model. A total of 74.2% of students were highly satisfied with the teaching reform overall, stating that the model improved comprehensive abilities including proposition thinking, logical expression, and teamwork.Conclusion　The "Three-Self" assessment model effectively enhances the teaching interactivity and competency-oriented characteristics of the epidemiology course, demonstrating strong adaptability and promotion value.

 Objective　To investigate the practical effect of constructing an intelligent teaching system for the respiratory diseases course based on knowledge graphs and artificial intelligence (AI), aiming to address challenges in traditional teaching such as abstract nature of theoretical systems, limited clinical practice opportunities, and a single assessment mechanisms, thereby promoting the intelligent transformation of medical education.Methods　Undergraduate majoring in Clinical Medicine in the 2021 and 2022 cohorts at Chongqing Medical University were selected as the study subjects. An intelligent teaching platform based on knowledge graph and AI technologies was constructed and applied. The effectiveness of the teaching reform was evaluated by comparing indicators between the two cohorts, including classroom participation, theoretical and skill examination scores, Mini-CEX pass rates, and participation in innovation competitions.Results　Following the teaching practice, the application rate of knowledge graph and AI tools among students reached 100%; classroom participation increased from 82.41% to 100%; the Mini-CEX pass rate rose from 75.93% to 97.09%; and the number of participants in medical innovation competitions increased from 5 to 22. All differences were statistically significant (P<0.05).Conclusion　The intelligent teaching system based on knowledge graphs and AI effectively enhances students' classroom participation, clinical practice abilities, and learning initiative. It promotes the reconstruction of a "theory-practice-evaluation" trinity teaching paradigm, providing a feasible pathway and practical reference for the intelligent teaching reform of the respiratory diseases courses.

 Objective　To analyze the application effect of closed-loop questionnaire teaching method in obstetrics and gynecology internship teaching.Methods　A total of 80 undergraduates who interned in the Department of Obstetrics and Gynecology at Beijing Tiantan Hospital, Capital Medical University from September 2020 to August 2022 were enrolled as research subjects and randomly divided into a control group and an experimental group using a random number table method. The control group received traditional teaching, while the experimental group received a closed-loop questionnaire-based teaching method (a closed loop of pre-class questionnaire–targeted teaching–post-class questionnaire with timely Q&A) in mini-lectures during obstetrics and gynecology internship. Teaching effectiveness was compared between the two groups, evaluated by post-lecture questionnaire scores and post-class assessment results. Statistical analysis was performed on teaching evaluation outcomes and assessment scores after mini-lectures in both groups.Results　The excellent rate of teaching effectiveness questionnaire in the experimental group (90.00%) was higher than that in the control group (62.50%). The post-class assessment score in the experimental group (84.53 ± 5.57) was also higher than that in the control group (77.85 ± 6.21), with statistically significant differences (all P<0.05).Conclusion　The application of closed-loop questionnaire-based teaching in mini-lectures for obstetrics and gynecology internship can improve clinical teaching effectiveness and interns' post-class assessment scores. This teaching method has favorable application value in clinical mini-lectures for obstetrics and gynecology interns.

 Objective　To evaluate the application value of medical record guided teaching method in the teaching of gastroenterology.Methods　Medical students who participated in clinical internship in the Department of Gastroenterology, Affiliated Hospital of Binzhou Medical University from July 2022 to November 2024 were selected as research subjects, and 100 students were included. All students were taught by instructors with the same teaching level and more than 2 years of teaching experience. They were divided into groups using a random number table method: the control group (n=50) received traditional teaching, and the observation group (n=50) received case-guided teaching. The assessment scores, teaching satisfaction, teaching quality evaluation, and autonomous learning ability were compared between the two groups.Results　After the implementation of different teaching methods, the observation group showed significantly higher scores in theoretical knowledge (91.32±5.73 vs 82.09±4.84), practical skills (91.58±5.44 vs 81.66±4.72), and medical record writing (92.77±5.33 vs 82.84±4.66) compared with the control group (all P<0.05). The teaching satisfaction scores in the observation group were also significantly higher than those in the control group ((8.31～8.57 vs 6.29～6.55), with statistically significant differences (P<0.05). The scores of teaching quality and autonomous learning ability in the observation group were significantly higher than those in the control group (P<0.05).Conclusion　The adoption of medical record guided teaching method in clinical medicine teaching can effectively improve the theoretical knowledge level and clinical skill operation ability of interns in the Department of Gastroenterology, fully meet students' teaching recognition and satisfaction, and diversify the learning level of students. It is worthy of popularization and application.

 Objective　To observe the effectiveness of applying medical humanistic practice in the clinical teaching of infectious diseases for medical students, and to explore its value in improving students' empathy ability and professional literacy.Methods　A total of 80 students from January 2023 to December 2023 were selected from 2 classes for clinical internship of infectious diseases, including 40 students in each class. Each class was randomly divided into an observation group and a control group at a ratio of 1∶1. The practice of medical humanities was integrated into the clinical teaching of epidemiology as a new teaching method for the observation group, while the control group only adopted the traditional teaching method. The Jefferson Empathy Scale scores, humanities practice assessment results, and infectious diseases examination scores were compared between the two groups before and after teaching.Results　After teaching, the observation group had significantly higher humanities practice assessment scores [(6.89±0.68) point vs (5.80 ± 0.64)point, P<0.001)] and Jefferson Scale of Empathy scores [(113.00±16.25) points vs (104.97±10.04) points, P=0.030) ]than the control group. The observation group also achieved significantly higher scores in history taking and physical examination [(95.20 ± 2.09) points vs 90.52 ± 6.43) points, P<0.001 ], medical record writing [(95.30 ± 2.12) points vs (89.27 ± 4.13) points, P< 0.001)], and problem-based learning assessment[ (97.57 ± 0.67) points vs (96.77 ± 1.27) point, P=0.001)].Conclusion　Integrating medical humanistic practice into clinical teaching of infectious diseases can improve medical students' empathic capacity and clinical practice ability, and is an effective approach to enhancing the teaching quality of infectious diseases.

Objective　To evaluate the effectiveness of Case-Based Learning (CBL) combined with Simulation-based Case Training (SCT) in enhancing the quality of acute stroke teaching for neurology residents, focusing on its overall impact on image interpretation skills, clinical decision-making abilities, time efficiency, and theoretical knowledge.Methods　A retrospective cohort study design was adopted, including 135 residents who received acute ischemic stroke training at the Department of Neurology, First Affiliated Hospital of Zhengzhou University, from January 2022 to December 2024. Based on the introduction of the hybrid teaching model on January 15, 2023, participants were divided into two groups: the unexposed group (CBL, n=65), who received traditional CBL teaching, and the exposed group (CBL+SCT, n=70), who participated in CBL+SCT teaching, including simulated image interpretation, thrombolysis/thrombectomy decision-making systems, and green channel process simulations. All participants received the same acute ischemic stroke theoretical course before the teaching intervention. Changes in image interpretation accuracy, clinical decision-making accuracy, image interpretation time, process formulation time, and theoretical exam scores were compared between the two groups post-intervention. All teaching data were recorded by an automated teaching management system.Results　There were no significant differences in demographic data and baseline ability indicators between the two groups prior to the intervention (P>0.05). Post-intervention, the exposed group outperformed the unexposed group in all core skill dimensions. In image interpretation, the exposed group showed significantly higher ASPECTS interpretation accuracy (82.9%), large vessel occlusion recognition accuracy (84.3%), and "hemorrhage vs. infarction" differentiation accuracy (88.6%) compared to the unexposed group (P<0.001). In clinical decision-making, the exposed group had significantly higher accuracy in thrombolysis indications, thrombolysis contraindications, and thrombectomy indications (all P<0.001). In terms of time efficiency, the exposed group had significantly reduced image interpretation time (82.07±4.63) s and process formulation time (48.91±5.34) s compared to the unexposed group (P<0.001). In theoretical exam scores, the exposed group scored significantly higher (90.63±2.15) points compared to the unexposed group (87.62±3.16) points (P<0.001).Conclusion　The combination of CBL and SCT can significantly improve residents' ability in imaging interpretation, clinical decision-making, and workflow management in acute stroke, and is an efficient teaching model superior to traditional methods.

 Objective　To construct an evaluation index system for medical students' autonomous learning ability, so as to provide a scientific basis for assessing learning effectiveness and guiding the successful implementation of autonomous learning.Methods　A preliminary framework of the autonomous learning ability index system was initially designed through literature research. Two rounds of consultation were conducted using the Delphi method to determine the final evaluation index system, and the analytic hierarchy process (AHP) was applied to determine the index weights.Results　The positive coefficients of 15 experts in the two rounds of consultation were both 100%, with authority coefficients ranging from 0.487 to 0.936 and 0.806 to 0.953, respectively. The variation coefficients of the indicators in the two rounds were 0.06~0.43 and 0.00~0.24, respectively, and Kendall's concordance coefficients were 0.384 and 0.456(both P<0.001). The final revised evaluation system included 5 first-level indicators, 14 second-level indicators, and 36 third-level indicators, which evaluate the autonomous learning ability of medical students from five aspects: self-awareness ability, self-planning ability, self-regulation ability, inquiry and collaboration ability, and learning evaluation.Conclusion　The evaluation system constructed in this study demonstrates strong scientific rigor, reliability, and practicality, and its reliability, validity and application effect still need further evaluation.

 Objective　To establish an evaluation index system for the online teaching quality of teachers in provincial medical colleges and universities, and to provide a reference basis for the evaluation of the online teaching quality of teachers in provincial medical colleges and universities.Methods　Based on the "Teaching Quality Evaluation Index System for Teachers in Higher Education Institutions of Guizhou Province", and in combination with the characteristics of medical and online teaching as well as literature materials, the basic framework of the online teaching quality evaluation index system for teachers in provincial medical colleges and universities was formulated. The Delphi expert consultation method was adopted to revise and improve the index system, and the order graph method was used to calculate the index weights.Results　A total of 15 experts participated in the expert consultation, with an average age of (51.33±8.93) years. 86.67% of them had 15 years or more of experience in teaching quality guarantee-related work, and 14 of them held senior professional titles, accounting for 93.33%. The expert positive coefficients of the two rounds of expert consultations were 80% and 100% respectively, and the expert's authority level was 0.91. The Kendall coordination coefficient of expert importance and feasibility evaluation was 0.562 (χ²=343.931, P<0.05) and 0.661 (χ²=404.737, P<0.05). The final evaluation index system included 4 first-level indicators, 16 second-level indicators and 52 third-level indicators.Conclusion　The constructed evaluation index system for the online teaching quality of teachers in provincial medical colleges and universities has good reliability and expert consistency, and can provide a reference for the evaluation of the online teaching quality of medical education.

 Objective　To investigate the impact of integrating ideological and political education (IPE) into clinical psychiatry courses on the post competency of psychiatry undergraduates.Methods　A non-randomized controlled trial was conducted with the 2020 cohort of psychiatry undergraduates at Capital Medical University as the experimental group (n=25) and the 2019 cohort as the control group (n=25). Post competency was defined as the comprehensive qualities required for students in actual work positions, including professional knowledge, clinical skills, communication abilities, and professional attitudes. The experimental group received instruction with deep integration of IPE elements, while the control group followed traditional teaching methods. Outcomes were assessed through questionnaires and academic performance evaluations. Data were analyzed using t-tests, and Pearson correlation analysis.Results　IPE implementation evaluation showed that the experimental group demonstrated significantly higher scores across six dimensions including ideological value guidance, humanistic care integration, and professional ethics education compared to the control group (P<0.001). Post competency assessment showed that the experimental group achieved significantly higher scores in regular assessments (reflecting learning attitudes and professional ethics), clinical practicum (reflecting clinical skills and communication abilities), and overall performance compared to the control group (P<0.05). Correlation analysis revealed significant positive correlations between IPE implementation levels and regular assessments (r=0.693, P<0.001), clinical practicum (r=0.410, P=0.003), and overall performance (r=0.604, P<0.001), while no significant correlation was found with theoretical examination scores (r=0.047, P=0.746).Conclusion　The integration of IPE into clinical psychiatry courses can significantly enhance students' clinical competence, professional ethics, and learning attitudes, particularly in doctor-patient communication, teamwork, and professional morality. This teaching model effectively improves post competency and warrants broader application in psychiatric education.

 Objective　To investigate the quality and key influencing factors of doctoral dissertations in clinical medicine, so as to provide empirical evidence for improving the training quality assurance system.Methods　A retrospective analysis was conducted on 282 double-blind peer review reports from 94 clinical neurosurgery doctoral candidates from the graduating classes of 2021 to 2025. Data on demographic characteristics, key training stages (proposal defense, mid-term inspection), and research topic sources were collected. Spearman correlation analysis, univariate analysis, and multiple linear regression analysis were used to screen independent factors influencing the overall score.Results　The median overall score of the doctoral dissertations was 85.00, indicating a medium-to-high overall quality. Among the sub-evaluation indicators, "innovation of dissertation achievements" scored the highest and showed the strongest correlation with the overall score (r=0.859, P<0.001). Multiple linear regression analysis indicated that an "excellent" result in the mid-term inspection was an independent positive influencing factor for the overall score (β=3.318, P=0.021). Compared with national-level projects, dissertation topics derived from "other projects" were independent negative influencing factors for the overall score (β=-2.718, P=0.025). Variables such as year of admission, study mode, and whether graduates received honors had no statistically significant effect on the total score (all P>0.05).Conclusion　The overall quality of clinical medicine doctoral dissertations is satisfactory, with innovation being the core evaluation element. Mid-term inspection results and topic sources are independent predictors of dissertation quality. It is recommended that training institutions strengthen the screening and incentive functions of the mid-term assessment, and optimize scientific resource allocation and process guidance for topics derived from non-national projects, so as to systematically improve the quality of doctoral dissertations.

Objective　To establish a simple, quantifiable, and highly operational indicator system for comprehensively evaluating the teaching performance of faculty members in the internal medicine residency training base, serving as a basis for performance assessment.Methods　From July 2022 to December 2023, preliminary indicators were developed using literature review, brainstorming, and considering work practices and the actual development needs of the hospital. The Delphi expert consultation method was employed to establish a comprehensive evaluation indicator system for internal medicine residency training faculty at Beijing Anzhen Hospital, Capital Medical University.Results　A total of 21 experts were consulted. After two rounds of expert consultation, the final comprehensive evaluation indicator system for internal medicine residency training faculty consisted of 4 first-level indicators and 16 second-level indicators. The first-level include four dimensions: ideological quality, teaching workload, teaching quality, teaching research and training, with weight coefficients of 0.266 0, 0.260 6, 0.260 6, and 0.212 8, respectively.Conclusion　The selected indicators are reasonable in number, simple, quantifiable, and highly targeted, aligning with the objective evaluation of teaching input and outcomes for residency training faculty.

 This study provides a systematic analysis of Singapore's healthcare system reforms in the context of rising global healthcare services demand and mounting pressure on resource allocation. Focusing on four key dimensions—national precision medicine strategy, the Regional Health System (RHS), internationalized medical talents, and multi-tiered healthcare financing framework—the paper examines the institutional mechanisms underlying Singapore's efforts to build an efficient, coordinated, and sustainable healthcare system. Building on these experiences, the study further explores their implications for healthcare reform in China, particularly in advancing precision medicine, constructing a population health–oriented service delivery system, optimizing the supply-side structure of medical talent, and improving the multi-tiered healthcare security system. The findings suggest that government coordination, cross-institutional collaboration, phased policy implementation, and digital governance are core mechanisms for enhancing healthcare quality and improving the efficiency of resource allocation. Drawing on Singapore's governance logic, this study offers institutional insights for promoting high-quality healthcare development in China and policy references for advancing a more equitable, continuous, and sustainable healthcare system.