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.

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 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.

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.

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.

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.

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 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 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.

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.

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.

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 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 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.

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 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.

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 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.

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 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.