Objective Artificial intelligence (AI) provides a more convenient approach, more accurate strategies, and more timely feedback evaluation for self-learning. This study aims to explore practice and effectiveness evaluation of AI driven after-class exercises in systematic anatomy retake teaching. Methods Adopting a historical controlled study design and taking the nervous system of the course of Systemic Anatomy as an example, using AI large models (DeepSeek and Kimi) to construct after-class exercises and to analyze the effectiveness of AI in empowering self-learning. Results The results showed that 97.83% of students believe that after-class exercises are helpful for understanding and memorizing knowledge, and 89.13% of students believe that after-class practices are helpful in improving learning initiative. Furthermore, using AI models to generate after-class exercises significantly improved students' test scores. The score (9.97±6.99) of the after-class exercises group was significantly more than that (6.66±5.78) of the control group (P <0.01). Conclusion In conclusion, this study suggests that AI driven after-school exercises can help improve students' willingness to learn independently and academic performance.

Objective Addressing the shortcomings of traditional paper-based immediate question-setting and test administration, including insufficient standardization, poor objectivity in assessment, and inconvenient question management, this study explores the value of standardized question bank development in advancing medical education reform, aligning with educational advancements, and meeting social needs, against the backdrop of computer information technology. It aims to provide practical references for standardized item bank construction in medical universities.

Methods Drawing on the standardized question bank development experience for clinical medicine courses at Capital Medical University, this study conducted top-level design of standardized question banks regarding the significance, overall framework, design approach, implementation details, and advanced key construction tasks in phases .

Results Traditional paper-based exams face challenges including lack of assessment standardization, difficulty in comprehensively and objectively evaluating students' learning abilities and teachers' teaching effectiveness, insufficient examination reliability and validity, high labor costs, and inconvenient question updating and management. The standardized question bank for clinical medicine courses adopts technical parameters such as question quantity planning (1:3 ratio) and question type proportions (Type A1: 25%), demonstrating multiple advantages of being scientific, standardized, and efficient. Currently, Capital Medical University has established standardized question banks for internal medicine, surgery, obstetrics and gynecology, and pediatrics, which have been widely applied in unified course examinations and clinical comprehensive examinations. Practical data indicate that the question types, quantity, question type design, and technical parameter design of the question bank are reasonably structured, effectively supporting the implementation of the separation of teaching and examination as well as paperless assessment, and significantly improving the reliability and validity of assessments.

Conclusion The primary innovation lies in proposing a concrete, quantifiable, and replicable "technical parameter system." Standardized item bank construction aligns with the development trends of medical education and serves as the foundation for the separation of teaching and examination. Effective four-party collaboration and dynamic maintenance can effectively address the shortcomings of traditional paper-based examinations, providing practical experience for the standardized construction of question banks in medical universities.

In response to the transformation of diagnosis and treatment models brought about by artificial intelligence technologies in the healthcare sector, and to meet the practical demand of the Healthy China initiative for medical talents adapted to digital and intelligent development, this paper focuses on issues related to generative artificial intelligence (GenAI)-empowered medical student training and conducts research on the practical challenges and implementation pathways faced by medical student education. The findings suggest that GenAI-empowered medical student training still faces three major challenges: barriers to its introduction into medical schools, insufficient development and application of the advanced capabilities of GenAI, and the risk of misleading information in its use. Accordingly, this paper proposes three innovative pathways: fully leveraging GenAI's advantages to support teaching assistance; deepening the application of GenAI to empower research training and clinical education; and regulating GenAI usage to prevent technology-induced misinformation risks. This study aims to provide practical reference for the cultivation of interdisciplinary medical talents in digitally and intelligently evolving clinical environments.

bjective To construct core entrustable professional activities (EPAs) for undergraduate obstetrics and gynecology internship and evaluate the effect of tiered entrustment combined with electronic portfolios on internship teaching. Methods A single-center prospective quasi-experimental design was used. A total of 68 undergraduate students majoring in Clinical Medicine who undertook obstetrics and gynecology internship from June 2021 to June 2022 were enrolled and divided into a study group and a control group according to rotation batches, with 34 students in each group. The control group received routine apprenticeship teaching and a single end-of-rotation assessment, whereas the study group received a teaching model based on 6 core EPAs, 5-level entrustment, weekly observation and feedback, and whole-process portfolio tracking. The rates of EPA achievement, gain in entrustment level, total score of objective structured clinical examination (OSCE), medical record quality, case presentation quality, teaching satisfaction, feedback timeliness, and portfolio completion were compared between the two groups. Patient experience, team collaboration score, and 8-week competency retention were also evaluated. Results There was no significant difference in the mean EPA score at the beginning of the rotation between the two groups [(1.69±0.28) vs (1.67±0.27), P>0.05]. At the end of the rotation, the mean EPA score of the study group was significantly higher than that of the control group [(3.27±0.33) vs (2.72±0.38), P<0.001]. The overall EPA achievement rate was 82.35% (28/34) vs 50.00% (17/34), and the gain in entrustment level was (1.58±0.34) vs (1.05±0.31), with significant differences between groups (both P<0.01). The study group also achieved higher total OSCE score, medical record quality score, case presentation quality score, and teaching satisfaction score than the control group [(86.47±5.83) vs (79.29±6.41), (89.35±4.72) vs (83.41±5.18), (87.29±5.14) vs (81.06±5.76), and (92.65±4.13) vs (86.18±5.21), respectively; all P<0.001]. In addition, the feedback timeliness rate and portfolio completion rate in the study group were significantly higher than those in the control group [94.85% (129/136) vs 57.35% (78/136), 96.32% (393/408) vs 71.08% (290/408), respectively; both P<0.001]. The patient experience score, team collaboration score, and 8-week overall EPA achievement retention rate were also higher in the study group than in the control group [(93.10±4.02) vs (88.44±5.20), (88.71±4.68) vs (82.06±5.37), and 76.47% (26/34) vs 44.12% (15/34), respectively; all P<0.01]. Conclusion The internship teaching model based on core EPAs, tiered entrustment, and electronic portfolios can improve task performance in authentic clinical settings and the quality of process evaluation among undergraduate students in obstetrics and gynecology, but its stability and generalizability should be further verified in multi-center studies with larger samples.

Objective To evaluate the current status and disparities in research competency among medical imaging postgraduates, identify key influencing factors, and provide a basis for the development of stratified training programs.

Methods An anonymous questionnaire survey was conducted using the Wenjuanxing platform among postgraduates from three grades in the Department of Medical Imaging at a tertiary hospital. A total of 60 questionnaires were distributed, and 57 valid responses were received. The questionnaire covers basic information, self-evaluation of research capabilities and skills, and research interests and research-related stress. Statistical analysis was performed using SPSS version 26.0. Non-parametric tests were employed to compare intergroup differences, and multiple linear regression analysis was used to identify the influencing factors of self-evaluated research output capability. Results Second-year postgraduates demonstrated significantly better performance in proficient literature retrieval (4.56 ± 0.51), integration of literature with research topics (4.00 ± 0.59), problem identification (3.89 ± 0.68), and Chinese paper writing (4.28 ± 0.75) and English (3.94 ± 0.73) paper writing, with higher self-assessment scores among second-year students. Postgraduates in scientific degree programs reported significantly higher levels of research-related stress compared to those in professional degree programs (4.16 ± 0.60 vs 3.37 ± 0.91, P = 0.013). Literature retrieval ability (B = 0.476/ B = 0.424) and result presentation skills (B = 0.378 / B = 0.620) were identified as related factors of self-evaluated research output capability (P < 0.05). Conclusion Grade differences exist in the self-assessed scientific research ability of medical imaging postgraduates, and postgraduates with academic degrees perceive higher publication pressure. Literature search ability and graph and table presentation skills are associated with self-assessed paper writing ability, suggesting that relevant skills training can be strengthened in postgraduate training.

Promoting high-quality employment of medical students is not only an important measure to enhance the efficiency of medical talent cultivation and serve the high-quality development of health undertakings, but also a core strategic support for implementing the "Healthy China 2030" strategic plan. Based on the tracking data of graduates from the 2015 to 2024 classes at Beijing University of Chinese Medicine (BUCM), this study systematically reviews core indicators of medical student employment, including employment industries, nature of employers, regional flows// geographic distribution, contract signing time, and employment quality evaluations.

Using the social-ecological systems theory as the analytical framework, it conducts an in-depth analysis of the evolutionary patterns and driving factors over the past decade, and further proposes countermeasures and suggestions for optimizing the employment structure of medical talents, such as policy guidance, disciplinary reform, and precision employment guidance. This study provides practical references and model examples for effectively alleviating structural employment challenges among college students, advancing the supply-side reform of medical personnel, and supporting the implementation of national health strategies.

Objective To explore the practical role and application effectiveness of online journal clubs (OJC) in cultivating postgraduates' scientific research capabilities, and to provide empirical reference for optimizing their scientific research training models. Methods A self-designed questionnaire was conducted among 46 neurobiology postgraduates participating in OJC. Paired samples t-tests were used to analyze differences in research-related capabilities before and after OJC participation, while descriptive statistics were employed to analyze the basic characteristics of respondents and their overall evaluation of OJC. Results After participating in OJC, postgraduates showed significant improvements in literature presentation ability, research project execution ability, English reading ability, awareness of research ethics, and evidence-based medicine awareness (all P < 0.001). However, no statistically significant improvement was observed in their English expression and writing abilities (P = 0.160, 0.660, respectively). Overall evaluation results showed that 91.30% of respondents held "strongly agree" or "basically agree" attitudes towards their willingness to participate in OJC, positive participation attitude, and demand for continued organization of OJC, while 86.96% of respondents acknowledged the benefits from OJC and chose "strongly agree" or "basically agree". No respondents selected "basically disagree" or "strongly disagree".

Conclusion OJC demonstrates remarkable effectiveness in improving postgraduates' core scientific research capabilities and literacy, and can serve as an effective supplementary form for postgraduate scientific research training. In the future, the training effectiveness can be further enhanced by optimizing the design related to English application.

Objective To construct a quality evaluation index system for the integration of industry and education in occupational health and occupational medicine practical teaching, providing a quantifiable and operable assessment tool for the practical teaching reform of occupational health and occupational medicine. Methods Two rounds of expert correspondence were conducted using the Delphi method, establishing an index system comprising 6 first-level indicators, 17 second-level indicators, and 38 third-level indicators. Results Both rounds of questionnaires achieved a 100.0% effective response rate. The expert authority coefficients were 0.83 and 0.82, respectively, both exceeding 0.7, indicating a high level of expert engagement in responding to the questionnaires and making the research results relatively credible. After two rounds of questionnaire consultations, experts reached a consensus, ultimately forming a quality evaluation index system for the integration of industry and education in occupational health and occupational medicine practical teaching, comprising 6 dimensions and 38 third-level indicators. Conclusion The evaluation index system fills a current gap in the practical teaching reform and evaluation research of occupational health and occupational medicine, providing a reference for improving the practical teaching training program of this course. At the same time, it also provides a methodological and evaluative framework for the specialty of preventive medicine to promote the integration of industry and education and to optimize the practical teaching system.