Objective  To investigate the effect of artificial intelligence-empowered pathophysiology teaching and simulated doctor-patient communication on cultivating medical students' humanistic care competency and clinical thinking skills, so as to provide new ideas for early integrating humanistic care training into basic medical courses. Methods  A total of 150 students from Grade 2023 five-year stomatology at Guizhou Medical University were selected as research subjects and randomly divided into control group (n=74) and experimentel group (n=76). The control group adopted traditional teaching, while the experimental group integrated artificial intelligence-based simulated doctor-patient communication into teaching. Both groups were taught by the same teacher, and the teaching syllabus and content were consistent. The teaching effect was assessed through final exams, case analysis scores, and questionnaires. Results  Compared with the control group, the experimental group showed a significant increase in final exam scores, with a statistically significant difference (Z=-2.160, P<0.05). The number of failed students decreased, and the difference was statistically significant (χ²=7.019, P<0.05). The students in the experimental group performed excellently in simulated doctor-patient communication, and their scores in completeness, communication skills, emotional care, education and prevention, as well as the total score, were all higher than those in the control group, with statistically significant differences (P<0.05). In the questionnaire survey on satisfaction, more than 60% of the students in the experimental group expressed "very satisfied" or "satisfied" with the teaching effect. Conclusion  The artificial intelligence-empowered pathophysiology teaching model with simulated doctor-patient communication can effectively enhance students' humanistic care awareness and clinical thinking skills, and holds positive significance for medical education reform.

 Since 2022, the internal medicine training base of Xinhua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine has kept carrying out continuous optimization and established a rotation model characterized by "annual progressive and two-way interface". This model adopts each academic year as its cycle unit, sequentially constructing a training system centered on three core objectives: "basic competency cultivation", "horizontal specialty competency expansion", and "clinical comprehensive competency enhancement". Meanwhile, tailored to the actual needs of residents, the training base has established two bridging mechanisms - "pre-residency to residency bridging" and "residency to specialty training bridging" - at the initial and final stages of the three-year training cycle, respectively. The clinical skills and comprehensive qualities of residents have significantly improved, and the quality of resident training has gained recognition. This model dynamically matches training needs with clinical resources, forming an organic connection of the "5+3+X" full cycle education chain, providing an innovative paradigm for the hierarchical and progressive training reform of internal medicine residency training.

Objective　To explore the effect of progressive training mode in the teaching of ureteroscopic surgery among residents.Methods　The residents and postgraduates receiving urology training at the First Affiliated Hospital of Kunming Medical University from September 2022 to December 2024 were randomly divided into the experimental group (n=32) and the control group (n=31). All the trainees took relevant the theoretical examination before the training. Participants in the control group received conventional clinical training by following senior physicians, while those in the experimental group adopted a progressive training method including systematic theoretical learning, in vitro model training and clinical operation training. The endpoint of the study was defined as the ability to independently complete ureteroscopic lithotripsy (URSL). The primary outcome was score of objective structured assessment of technical skills (OSATS). The secondary indicators included the training duration before independent surgery, theoretical assessment scores and the satisfaction score. Results　The experimental group obtained significantly higher OSATS scores than the control group [(29.84±2.14) points vs (18.23±1.71) points, P<0.05]. The theoretical test scores of the experimental group were markedly superior to those of the control group [(92.19±2.02) points vs (84.65±1.38) points, P<0.05]. The training time required for the first independent URSL operation was obviously shorter in the experimental group [(41.41±2.65) d vs (64.55±2.31) d, P<0.05], and the operative time of URSL was also significantly reduced [(19.34±1.27) min vs (26.26±1.40) min, P<0.05]. During surgery, the experimental group achieved higher scores in operative visual field clarity [(4.31±0.50) points vs (3.68±0.40) points, P<0.05] and team cooperation performance [(33.31±0.92) points vs (30.55±0.88) points, P<0.05]. In addition, the overall satisfaction degree of participants in the experimental group towards progressive ureteroscope training was higher than that of the control group towards conventional training [(51.91±1.30) points vs (47.90±1.26) points, P<0.05].Conclusion　The progressive training of ureteroscopic surgery can improve the training efficiency and satisfaction of the trainees.

 Objective　To evaluate the effectiveness of the "generalist-specialist integration" teaching model in pediatric rotation training for general practice residents.Methods　A total of 45 general practice residents who received pediatric rotation training in the general ward of Beijing Children's Hospital from January 2024 to February 2026 were included as subjects. They were divided into control group (n=22) and experimental group (n=23) according to training period. The control group received traditional pediatric residency training, while the experimental group received the generalist-specialist integration teaching model. Humanistic quality, post competency scores, and changes in pediatric outpatient consultation ability were compared.Results　After training, the experimental group outperformed the control group in several dimensions of humanistic quality, clinical operational skills, communication with children and families, humanistic care, professional responsibility and affinity (P<0.05). Pediatric outpatient consultation ability in the experimental group was improved overall after training, and the differences in most indicators were statistically significant(P<0.05).Conclusion　The generalist-specialist integration teaching model effectively improves pediatric post competency and overall professional quality of general practitioners, and may serve as a practical approach to alleviate the shortage of pediatric healthcare resources at the primary care level.

 Given the pervasive integration of artificial intelligence into clinical applications, there is an urgent need for innovation in traditional teaching and training methods. Adhering to the double helix teaching model, This study integrates AI vertical domain applications with pedagogical innovation through practical AI medical imaging courses. This model emphasizes the interwoven synergy between the "knowledge chain" and the "capability chain". The knowledge chain employs a vertical integration of medical imaging knowledge with AI algorithms, while the capability chain facilitates a horizontal bridging of clinical problem identification with engineering practice translation. The objective of this initiative is to cultivate an application-oriented learning approach among students, thereby liberating them from the constraints imposed by traditional knowledge frameworks. This is intended to foster interdisciplinary capabilities that combine clinical depth with technological breadth. The double helix model is expected to offer a potential new pathway for the training of medical professionals in the intelligent era.

Objective　To explore the effectiveness of core competence teaching model in blood purification training nurses.Methods　Convenience sampling was used to select 160 training nurses from the Blood Purification Center of the First Affiliated Hospital of Zhengzhou University from March 2023 to October 2024 as research subjects. Seventy-six training nurses enrolled from March to December 2023 were selected as the control group, and the traditional clinical nurse teaching mode was adopted; 84 training nurses enrolled from January to October 2024 were selected as the experimental group, and the core competency teaching mode was adopted. The Core Competency Inventory for Nursing Students (CINS) and Clinical Satisfaction Scale were used for evaluation before and after the training. The theoretical and operative skill assessment scores were compared between the two groups.Results　The theoretical assessment scores (80.93±6.07) and operational skills assessment scores [90.00(88.00,93.00)] of the experimental group are higher than those of the control group [(70.71±7.41), 88.50(86.00,91.00)], with statistically significant differences (t=9.572, Z=-2.611, P<0.01). After training, the experimental group obtained higher scores in clinical biomedical science, general clinical skills, critical thinking and reasoning, care competence, ethics and responsibility, and lifelong learning than the control group, with significant differences (t=6.576, 6.528, 6.415, 4.843, 3.930, 5.680, P<0.01). The experimental group also showed higher satisfaction with learning environment, learning management, teaching content, tutor quality and learning outcome, and the differences were statistically significant (t=6.449, 7.857, 8.146, 6.868, 6.741, P<0.01).Conclusion　The core competency teaching model applied in clinical training of blood purification nurses can help improve the training effectiveness, teaching satisfaction and core competencies.

 Objective　Based on the concept of outcome-based education (OBE), and using the objective structured clinical examination (OSCE) model, this study aims to provide a reference for the establishment of a clinical practice skills training and assessment system for undergraduate clinical pharmacy interns.Methods　The research subjects were the 2019 and 2020 grade clinical pharmacy undergraduate students who were interning at the Clinical Pharmacy Teaching and Research Section of the Second Clinical Medical College of Kunming Medical University. The students were divided into an observation group and a control group. The control group was taught using traditional methods, while the observation group was taught using a job competency-oriented teaching model. Both groups took an OSCE baseline test before their internship and an OSCE final assessment after the internship, with the same assessment criteria.Results　Before the training, the mean total score of students in the control group was 369.11±31.42, while that of students in the observation group was 346.73±46.64. There was no statistically significant difference in total scores between the control and observation groups (P>0.05). After the training, the mean total score of students in the control group was 392.27±19.41, whereas that of students in the observation group was 412.00±24.88. The difference in total scores between the two groups was statistically significant (P<0.05). In addition, 90.91% of students considered the assessment items to be appropriately designed, and100% believed that the OSCE-based assessment better reflected their comprehensive competence. Furthermore, 91.67% of examiners and standardized patients (SPs) considered the OSCE model superior to traditional teaching assessment methods, with greater objectivity and the potential to improve students' comprehensive clinical reasoning ability. Moreover, 83.33% of examiners and SPs believed that the difficulty level of the assessment was appropriate and that the time allocation was reasonable.Conclusion　Based on the concept of OBE, OSCE assessment model can better reflect students' real level, and can effectively improve students' clinical practice skills, which is helpful to establish and perfect the education system suitable for clinical pharmacy undergraduate.

Objective　To analyze the group differences in medical students' application literacy of artificial intelligence (AI), put forward targeted medical AI education and training strategies based on the survey results, and demonstrate the feasibility and application value of massive open online course (MOOC) in the implementation of medical AI education.Methods　A cross-sectional survey was conducted among 527 medical-related majors in Renmin Hospital of Wuhan University. Their AI application literacy was evaluated based on the three-dimensional "cognition-application-attitude" model, and group comparison analysis was carried out.Results　Significant group differentiation was observed in medical students' AI application literacy: "Pioneers" (16.50%) had high cognition, high application level and positive attitude; "Contemplators" (41.70%) had relatively high cognitive level but weak application ability, with core obstacles being confusion about responsibility definition (89.50%) and skill deficiency (85.20%); "Bystanders" (41.80%) showed low cognition, low application and ambiguous attitude. Different groups had differentiated demands for medical AI education, and MOOC had significant advantages over traditional offline teaching in terms of group coverage and learning flexibility.Conclusion　Obvious stratification exists in medical students' AI application literacy, so a hierarchical and categorized medical AI education system needs to be constructed. MOOC is an optimal carrier for the efficient implementation of this education system, which can provide a feasible path for improving medical students' AI comprehensive abilities.

 Objective　To examine the effects of integrating Chinese traditional culture into medical education on young medical students' learning motivation, professional identity, cultural literacy, and commitment to a medical career.Methods　A total of 52 undergraduate medical students majoring in clinical medicine of the grade 2022 from Fuxing Hospital, Capital Medical University (including 8 students from Hong Kong, Macao, Taiwan, and overseas) were stratified by sex and place of origin and randomly assigned to a no-intervention group, a passive learning group (micro-cards), an active learning group (group presentation), and a mixed-intervention group (n=13 each) for an 8-week intervention. A questionnaire was used to assess domains A, B, and D, and a 25-item knowledge test was used to assess domain C (0~25 points); the total score was calculated as A+B+C+D. Paired t-tests were used for intra-group comparisons, and one-way ANOVA of change scores (Δ=T2-T1) and 2×2 factorial ANOVA were used to evaluate inter-group effects.Results　No significant baseline differences were observed across the four groups in domains A-D before the intervention (P0.05). After the intervention, the mixed-intervention group showed the greatest improvement in total score (Δ=14.8±3.8 points), followed by the active learning group (Δ=10.1±3.2 points). The passive learning group mainly showed a significant improvement in domain C (Δ=4.00±2.00 points, P0.001).Conclusion　Chinese traditional culture–based education may improve young medical students' cultural literacy and profession-related psychological indicators in the short term. Active participation and micro-card learning may exert different functions in comprehensive improvement, which is worthy of further verification with larger sample sizes and longer follow-up periods.

Objective　To explore the practical dilemmas in the cultivation of the "Five Essential Competencies" for undergraduate nursing students, so as to provide evidence-based and critical insights for nursing education reform.Methods　A phenomenological qualitative research approach was adopted. Semi-structured interviews were conducted with 16 nursing undergraduates, 12 full-time university nursing faculty, and clinical instructors. The data were analyzed using Colaizzi's seven-step method, supported by NVivo 14.0 software for coding and thematic extraction. Results Four core dilemmas were identified: the dilemma of evaluating intangible competencies, the disconnection between theoretical learning and clinical practice, the conceptual overgeneralization of the art of nursing, and the constraint of educational concepts. Conclusion At present, the cultivation of the "Five Essential Competencies" is confronted with structural dilemmas in the aspects of evaluation, practice, definition and management, which cannot be fundamentally solved merely by partial methodological innovations. By vividly presenting these dilemmas, this study provides a critical perspective for the transformation of nursing education reform from an "idealized design" toward a "practical adjustment", and highlights the core value of reflecting on dilemmas.

As accelerating global aging and the burden of chronic diseases, the transition from traditional "passive medicine" to "active prevention", termed proactive health management, has emerged as a pivotal strategy for improving population health. In recent years, artificial intelligence (AI) has undergone rapid advancement in the medical field, offering critical technical support for early disease risk prediction, personalized assessment, and intervention. Despite existing evidence, the current progress and limitations of AI applications in proactive health service management in China remain unclear. Thus, this review systematically summarized evidence from the past decade across databases including PubMed, Web of Science, and the China National Knowledge Infrastructure (CNKI) on the practical implementation of AI in proactive health management. The findings indicate that AI technologies, including machine learning, deep learning, and large language models, have formed a relatively mature application framework for key domains such as health monitoring, risk assessment, personalized intervention, and integrated health management platform development. Nevertheless, challenges including data bias, privacy and security concerns, and a lack of algorithm validation continue to impede large-scale clinical translation and implementation. This review provides a crucial theoretical foundation for optimizing human–AI collaborative models and guiding the formulation of ethical and policy frameworks for the future of proactive health management in China.