The development of "great ideological and political course" in medical school plays an important role in strengthening medical students' spiritual foundations, fulfilling the mission of medical talent training and fostering distinctive goal of integrating medical science with humanities in education. Captial Medical University have adopted a practical approach to developing "great ideological and political course" through three key ways: establishing great course, creating integrated platforms, and cultivating high-caliber faculty. Currently in its in-depth development stage, "great ideological and political course" requires enhanced strategic planning, innovative pedagogical models, improved faculty competencies, and enriched educational resources to nurture high-quality medical professionals with patriotic sentiment, benevolent medical ethics, and innovative capabilities.

 In exploring pathways to reform the teaching of the Introduction to Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era in medical schools, this paper addresses the disconnection between traditional ideological and political education and practical application, policy relevance, and student concerns. It aims to cultivate "politics + profession" compound medical talents and strengthen medical students' sense of agency in the "Healthy China" strategy. Focusing on the common issue of the "three disconnections" in some ideological and political courses, this study leverages the political, practical, and youth-oriented advantages of Chinese People's Political Consultative Conference (CPPCC) proposals to construct a "three-dimension" closed-loop teaching model encompassing theoretical introduction, simulated practice, and outcome transformation. By integrating real CPPCC proposal cases into course modules, organizing simulated CPPCC proposal activities, and promoting the translation of classroom achievements into competition participation, this teaching reform explores the use of CPPCC proposals as "living teaching materials," turning state governance into students' "practical course." This provides a feasible path for innovating ideological and political education in medical training.

 Objective　Based on an empirical investigation into the current status of integrating traditional Chinese medicine (TCM) culture into ideological and political courses in primary, secondary, and higher education institutions, this study aims to provide empirical evidence and reference strategies for advancing the "integration of TCM culture into the integrated development of ideological and political education throughout the educational continuum (primary, secondary, and tertiary levels)".Methods　A questionnaire survey was adopted, and the research content was designed from four dimensions: cognitive recognition, teaching practice, effectiveness evaluation, and developmental expectations. Participants were selected from ideological and political education teachers who had attended relevant training programs related to integrated ideological and political education in Beijing's primary, secondary, and tertiary institutions in recent years (n=212). Data were collected, organized, and analyzed using the Questionnaire Star platform.Results　A total of 90.10% of ideological and political course teachers held a positive attitude toward Traditional Chinese Medicine (TCM) culture, yet 37.73% of them had insufficient understanding, which restricted the integration of teaching objectives and contents. Only 15.57% of schools had top-level designs and a mere 7.55% had established evaluation mechanisms, indicating that the integrated system and mechanism is in urgent need of optimization. The core difficulty is that 71.23% of teachers reported a lack of teaching resources, and the support rate for developing case resources reached 74.06%.Conclusion　Based on the survey results, an "integrated" system focusing on teachers' competence, curriculum resources, and support mechanisms has been proposed. This system can effectively promote the synergistic development of cultural heritage transmission and ideological and political education, thereby offering a novel pathway for cultivating individuals with cultural confidence and a robust sense of national identity in the new era.

 The "Jieping Class" program at Capital Medical University aims to cultivate leading medical talents and outstanding "physician-scientists" with top-tier innovative capabilities and scientific research literacy. Pathology, serves as one of the core courses in this program. To enhance teaching effectiveness, the faculty has formed a course teaching group, created ideological and political micro-lessons, and adopted diversified teaching methods represented by problem-based learning (PBL). The basic-clinical linkage and multi-disciplinary teaching mode in the PBL classroom were initially explored. Additionally, innovative strategies such as "mini flipped classrooms" and "image-based quiz challenges" were adopted to address teaching difficulties. For the assessment, the team implemented regular performance evaluations that focus on the cultivation of innovation, critical thinking, and collaboration abilities, as well as final exams that emphasize clinical thinking and problem-solving skills. The data from two rounds of teaching show significant improvements in student satisfaction, comprehensive application of knowledge, clinical thinking, and communication and collaboration abilities. Compared with the professional training goals, students' self-evaluations have significantly improved. In the final exams, there were significant improvements in final scores, open-ended question scores, and English question scores. The above teaching practices have provided substantial empirical data for the teaching of basic disciplines in the high-level medical talent training system, and also offered certain insights and references for the teaching reform of institutions of higher medical education.

This paper focuses on the current teaching status of forensic medicine courses for medical students of non-forensic majors, analyzing the results of a questionnaire survey and course evaluation conducted among 1 027 undergraduates. The study found that the current curriculum still has shortcomings in knowledge transfer, teaching resource development, and practical training. To address these weaknesses, the paper explores teaching reform pathways empowered by artificial intelligence (AI), proposing the establishment of a teaching system based on case-driven learning and supported by AI-powered resources. By advancing the construction of virtual simulation experiment platforms and optimizing differentiated teaching mechanism, the objective is to achieve a teaching transformation characterized by "AI guidance, student-centered teaching, and competency-oriented education". This approach aims to enhance medical students' legal awareness, clinical decision-making abilities, and risk response capabilities, providing support for cultivating interdisciplinary medical talents under the "New Medical Education" framework and meeting the educational demands of building a "Healthy China" and a law-based China.

The implementation of the "Healthy China 2030" Planning Outline has ushered in an unprecedented development opportunity for China's health industry, and has also made it a new research focus in the field of health law. As one of the universities that carry out health law education, the Qihuang Center for Health Law and Business at Beijing University of Chinese Medicine has established a big health law and business team based on the medical background and characteristics of the university, gradually exploring the "big health + law and business" compound high-end talent training model, and is committed to cultivating compound senior professionals who are familiar with both pharmaceutical enterprise management and business law. Based on the empirical experience of this team, this paper systematically analyzes the necessity, model construction and practical dilemmas of "big health + law and business" talent cultivation, and puts forward improvement ideas, focusing on the five dimensions of talent training system construction, scientific research and innovation ability, practical ability, international vision and policy support, innovating talent training paths, enhancing the vitality of the training mechanism, and providing reference for the construction of China's health rule of law talent team.

Objective　To explore the effect of scenario simulation combined with reflective log teaching mode in the standardized training stage of neurology residents.Methods　A total of 38 postgraduate interns who were trained in Department of Neurology, The First Affiliated Hospital of Zhengzhou University from March 2022 to March 2023 were selected as the control group, and the traditional teaching mode was used for clinical teaching. Another 36 postgraduate interns from April 2023 to April 2024 were enrolled as the experimental group, who received clinical teaching via the method of scenario simulation combined with reflective logs. The theoretical scores, learning experience and skill operation capabilities of the two groups were compared after theoretical teaching.Results　The experimental group students scored (88.01±4.27) points, (90.43±4.65) points and (3.86±0.53) points in theoretical testing, lumbar puncture skills, and learning experience, respectively, which were all higher than those of the control group (82.45±4.78) points, (83.91±4.52)  points and (3.59±0.50) points. The differences were statistically significant (P＜0.001).Conclusion　The teaching mode of scenario simulation combined with reflective logs can effectively improve postgraduates' relevant theoretical knowledge and operational skills in neurology, which is worthy of popularization and application in other teaching programs and teaching bases.

Objective　To explore the effect of literature reading method in the cultivation of clinical research thinking ability of medical students in obstetrics and gynecology.Methods　A total of 60 clinical medicine undergraduates who completed their obstetrics and gynecology clerkship at Fuxing Hospital, Capital Medical University from January 2024 to December 2024 were recruited as research subjects. They were randomly divided into an experimental group (n=30) and a control group (n=30), by a random number lable method. The experimental group received literature reading training for 8 weeks, including reading one relevant research paper per week, participating in group discussion, writing summary reports, analyzing research methods and data, and delivering PowerPoint presentations under the guidance of the teacher. The control group followed the conventional teaching mode. After the intervention, all students were administered a questionnaire survey on research capabilities and a research paper analysis test to evaluate their clinical and research thinking competence.Results　After the study, the results of the research capability questionnaire indicated that the experimental group outperformed the control group in terms of basic research knowledge, experimental design and methodology selection, as well as literature retrieval and reading skills (P＜0.05). In the research paper analysis test, the experimental group demonstrated better performance than the control group in research content comprehension, critical analysis, and practical application and reflection (P＜0.05). Conclusions　The literature reading method exerts a positive effect on improving medical students' clinical and research thinking competence, with particularly significant outcomes in critical thinking, research design capability and scientific paper interpretation competence.

 Objective　To evaluate the effectiveness of standardized patient (SP) combined with problem-based instruction under the "Internet+" model in the clinical teaching of sepsis.Methods　A total of 64 undergraduates enrolled in a "5+3" integrated program at Xuanwu Hospital were recruited and randomly assigned to either the experimental group (n=32) or the control group (n=32), based on different teaching approaches. The experimental group received SP-based, problem-guided instruction supported by internet technologies, while the control group received traditional instruction. Outcomes including knowledge acquisition, clinical reasoning, decision-making accuracy, teamwork ability, case discussion quality, and teaching satisfaction were compared.Results　The students in the experimental group had significantly better knowledge mastery of sepsis [(29.28±4.25) points], clinical thinking ability [(28.95±4.62) points], decision-making accuracy [(27.82±3.78) points], teamwork ability [(18.95±2.68) points] compared with the control group [(26.16±3.89) points, (25.76±3.25) points, (25.16±2.89) points, (16.75±2.35) points and the differences were statistically significant (P<0.05); The students in the experimental group had significantly better teaching quality in terms of role model [(4.69±0.27) points], content selection [(9.14±1.21) points], goal planning [(14.96±2.65) points] guiding thinking [(18.79±3.15) points], teaching interaction [(19.02±3.13) points], clinical guidance [(19.12±3.21) points] and induction and inspiration [(9.25±1.34) points] compared with the control group [(4.52±0.22) points, (7.98±0.98) points, (13.12±2.31) points, (16.12±2.32) points, (16.35±2.56) points, (15.72±2.32) points, (7.98±1.01) points], and the differences were statistically significant (P<0.05); The teaching satisfaction of the students in the experimental group was significantly higher than that of the control group (P<0.05).Conclusion　The SP combined with problem-based instruction under the "internet+" model effectively improves students' mastery of sepsis-related knowledge, clinical thinking, decision-making, and teamwork. It also enhances teaching quality and satisfaction, making it a valuable approach in clinical education on sepsis.

 Objective　In the context of Healthy China, this study aimed to understand the perception of pediatric students and teachers on early clinical practice to optimize curriculum design.Methods　A self-designed questionnaire was administered to 128 students and teachers who participated in the early pediatric clinical practice course at Nanjing Medical University from March to May 2023, aiming to explore their perceptions regarding the knowledge medical students should acquire, the competencies they should possess, and the content that should be included in early clinical practice courses.Results　A total of 112 students and 16 teachers participated in the survey. Both students and teachers ranked clinical procedural knowledge, clinical and preventive medical knowledge, basic medical knowledge, and medical ethics and humanities as essential knowledge for medical students. They agreed that medical students should possess humanistic care and clinical practice skills, but differed in emphasis, with teachers focusing more on teamwork, clinical reasoning, and lifelong learning, while students emphasized doctor-patient communication, scientific research, and critical thinking. Only 25.0% of teachers and 69.6% of students believed that medical students should have leadership skills. Regarding the content of early pediatric clinical practice courses, both teachers and students considered pediatric medical duties, doctor-patient communication elements, basic content of medical history taking, and clinical procedures as core components, with students placing more emphasis on medical record writing requirements and teachers focusing on national health and development strategies.Conclusion　There are Cognitive differences between pediatric teachers and students regarding early clinical practice in the future, an integrated framework of "knowledge-ability-practice" for early pediatric clinical practice courses could be developed, and the effectiveness could be improved through long-term tracking and evaluation.

 Objective　To examine the status of perceived social support, professional identity, and psychological capital among resident physicians and explore the mediating role of positive psychological capital in the relationship between perceived social support and professional identity.Methods　By purposive sampling, an online questionnaire survey was conducted among 155 resident physicians in Nanjing Women and Children's Healthcare Hospital from June to October, 2023, including general demographic information, the Perceived Social Support Scale, the Positive Psychological Capital Scale, and the Professional Identity Scale. Results　A total of 155 valid responses were included, with 27 males and 128 females. Resident physicians scored at an upper-middle level in all scales. The median scores were 64(57,72) points for perceived social support, 126(111,114) points for positive psychological capital, and 38(31,40) points for professional identity. Perceived social support (r=0.607, P＜0.01) and positive psychological capital (r=0.678, P＜0.01) were significantly positively correlated with professional identity. Positive psychological capital partially mediated the effect of perceived social support on professional identity (indirect effect: β=0.270, 95%CI: 0.173~0.397), accounting for 64.44% of the total effect.Conclusion　Perceived social support not only directly influences the professional identity of resident physicians but also indirectly enhances it by fostering the accumulation of positive psychological capital. In the training and management of resident physicians, optimizing social support systems, strengthening mentorship and peer assistance, and exploring positive psychological capital-based interventions—such as stress management training, career development support, and mindfulness training—can improve psychological adaptability and further enhance professional identity.

Objective　To optimize departmental talent management, improve the early warning mechanism for the construction of the cadre team, and explore the application of a departmental talent management evaluation model based on the Boston Consulting Group(BCG) Matrix in hospital talent management.Methods　Using the high-level talent development index as the horizontal axis and the talent influence index as the vertical axis, threshold values and focal points were determined. The indicator scores of 45 departments of Xuanwu Hospital, Capital Medical University in 2023 and 2024 were respectively taken as the coordinate values to obtain the matrix distribution map for departmental talent management evaluation.Results　Compared to 2023, the high-level talent development index showed slight improvement in 2024, while the talent influence index declined. In 2024, 14 departments were categorized in the benchmark zone, 10 in the deep-dive zone, 9 in the energy-reserve zone, and 12 in the problem zone. Notably, 10 departments underwent zonal transitions compared to 2023. Each of the four zones exhibits distinct management characteristics, providing crucial guidance for building the hospital's talent team.Conclusion　Differentiated intervention strategies tailored to the unique characteristics of each zone are proposed, offering targeted management solutions for building high-quality talent teams in clinical departments.

Objective　To investigate the current status of artificial intelligence (AI) application in scientific research among medical postgraduates and explore the role of AI in scientific research.Methods　A total of 35 medical postgraduates from the 2022, 2023 and 2024 cohorts who rotated in the Department of Geriatrics, Xuanwu Hospital, Capital Medical University were recruited as the research subjects. A questionnaire survey was conducted to compare the differences in the role of AI in improving research capabilities and research performance among postgraduates of different grades, as well as the differences in AI application proficiency among postgraduates of different grades.Results　In terms of research skills, the score of third-year postgraduates was significantly higher than that of first-year postgraduates [51.00 (44.00, 52.00) points vs 40.00 (39.00, 42.25) points, P=0.030]. In terms of research-related attitudes and total research scores, there was an increasing trend with the advancement of academic grades. After AI application, there was a statistically significant difference in the recognition rate of improved capabilities in literature retrieval and evidence quality evaluation among postgraduates of different grades (the recognition rates of first-, second- and third-year postgraduates were 87.50%, 26.32% and 25.00% respectively, P=0.020), with third-year postgraduates showing a higher recognition rate than first- and second-year postgraduates. There was also a statistically significant difference in the recognition rate of enhanced ability to handle unexpected situations in scientific research with AI assistance among postgraduates of different grades (the recognition rates of first-, second- and third-year postgraduates were 87.50%, 57.89% and 12.50% respectively, P=0.038), and the recognition rate of third-year postgraduates was higher than that of first-year postgraduates. AI application proficiency was positively correlated with research capabilities and research performance.Conclusion　AI is conducive to improving the research capabilities of medical postgraduates, among whom third-year postgraduates have achieved the most significant improvement and demonstrated the strongest AI application proficiency.

 In recent years, the public's demand for nutrition and health knowledge has increased significantly. As a crucial pathway to improving public health, the implementation value and practical approaches of nutrition education in community colleges are urgently awaiting exploration. By adopting the SWOT analysis method, this study systematically analyzed the strengths, weaknesses, opportunities, and threats of community colleges in carrying out community nutrition education, and finally put forward feasible pathway suggestions in four aspects: policy guidance, mechanism and system construction, capacity building, and quality assurance.