The medical education system is evolving due to the rapid advancement of artificial intelligence (AI), which is driving traditional approaches towards immersive, personalized, and intelligent learning models. This review investigates the application directions of AI in medical education, evaluates the existing developmental environment of AI-empowered medical education, including potential dangers and problems, and recommends future paths for AI integration in this field.

With the rapid development of digital and intelligent technology, the integration of digital intelligence has become an important driving force for change in the field of education. We focus on clinical hematology laboratory teaching and innovatively reconstructs teaching content, transforms teaching models, and upgrades practical teaching by integrating key technologies such as artificial intelligence and virtual reality. Practice shows that the integration of digital intelligence has significantly enhanced students' learning interest and participation, and improved their knowledge mastery and practical skills, which provide useful references for the innovative development of clinical hematology laboratory teaching.

Objective　To explore the application effect of artificial intelligence (AI) automated landmark recognition technology in assisting the teaching of orthodontic cephalometric analysis.Methods　Twenty 5-year program undergraduate students majoring in stomatology from Shanghai Jiao Tong University School of Medicine were selected and divided into traditional and AI-assisted groups, with 10 students in each group. The Uceph digital cephalometric software was used to perform the orthodontic cephalometry in both groups. Manual landmark detection was used in the traditional group and AI automated landmark detection technology was added after manual detection in the AI-assisted group. After training, each student independently completed 10 cephalometric analyses and relevant questionnaires.Results　Compared with the teacher's reference value, the measurement differences of SNA and SN-MP were significantly smaller in the AI-assisted approach than those in the traditional group, the difference was statistically significant (P＜0.05). The questionnaire results showed that the score of the AI-assisted automated landmark detection (8.48±0.59) points was higher than that of the traditional group (6.26±1.21) points, which was statistically significant (P＜0.001). The advantages of the AI automated landmark detection method as evaluated by the students were mainly "improving classroom interest", "promoting the communication and interaction between teachers and students", and "understanding the craniomaxillofacial structure more clearly and accurately".Conclusion　The technique of AI-assisted automated landmark detection has achieved good teaching effects in cephalometric practice teaching and student acceptance, which is worthy of further improvement and promotion.

Objective　To explore the impact and value of the Metaverse 5G remote scanning assistant (RSA) in enhancing the teaching effectiveness of magnetic resonance imaging (MRI) technology courses.Methods　A total of 60 students from two classes of the 2021 Medical Imaging Technology major in the School of Medical Imaging, Shanghai University of Medicine & Health Sciences were selected as the research subjects. Class A (30 students) served as the experimental group and was taught using the 5G RSA auxiliary teaching method, while Class B (30 students) served as the control group and received traditional theoretical teaching method. A questionnaire was used to collect feedback from both groups on teaching effectiveness, and post-course theoretical exam scores were compared. Results　The questionnaire results indicated that across the three teaching modules covering MRI examination techniques for the head and neck, chest and abdomen, and spine and joints of the extremities, the experimental group outperformed the control group in seven aspects : mastery of course content, understanding of clinical practice, improvement of learning interest, cultivation of teamwork, vitality of classroom atmosphere, participation in learning activities, and stimulation of autonomous learning ability, with statistically significant differences (P＜0.05). The theoretical exam scores of the experimental group were also higher than those of the control group [(92.0±3.6) points vs (88.0±6.2) points], with a statistically significant difference (P=0.004).Conclusion　The application of the 5G RSA in MRI technology teaching innovates traditional teaching pattern by bringing advanced MRI equipment into the classroom, breaking time and space limitations, and enabling dynamic immersion teaching that combines theory and practice. This approach effectively enhances students' learning interest and teaching quality, demonstrating broad prospects for future higher education reform.

Under the background of "new medical sciences" education reform, the cultivation of interdisciplinary clinical thinking ability has become a key dimension of the cultivation of outstanding medical talents. The current research on integrated medical teaching focuses on the mechanical combination of course modules, but the core issues how to achieve in-depth interdisciplinary connections through knowledge reconstruction and how to use intelligent technology to promote clinical cognitive transformation are not explored enough. This study, guided by the theory of systems medicine, constructs an integrated teaching model of pathophysiology and biochemistry with the dual-axis linkage of "disease phenotype - molecular mechanism" from three dimensions: knowledge graph construction, case-driven learning, and experimental verification chain design. By establishing a three-level integration model of "molecule - function - system", a dynamic matching mechanism between clinical cases and virtual simulation experiments was developed. Combined with typical teaching cases, this study explains how to use artificial intelligence (AI) to achieve accurate matching between students' cognitive levels and case complexity, then designs a cognitive training path based on the experimental verification chain, and finally forms a multimodal interactive learning system. This study provides a new perspective to reveal the cognitive transformation mechanism of clinical thinking training, and provides a practical model for promoting the reform of medical integration curriculum and improving the systematic medical literacy of medical students.

The application of medical information engineering technology in the modern medical system has attracted special social attention to the Medical Information Engineering specialty. To explore the current status and existing problems of this specialty in China, this study collected the school-running data of colleges and universities that offer the Medical Information Engineering specialty nationwide. Statistical methods and natural language processing were used to analyze the relevant data, aiming to identify defects and deficiencies in the specialty regarding school-running orientation, training objectives, curriculum construction, and employment destinations. Corresponding rectification measures and suggestions were proposed for the existing problems in specialty operation, in the hope of providing references for the future improvement and development of the Medical Information Engineering specialty in China.

Medical Terminology is a basic bridge language course with unique professional characteristics at medical schools. As an English for specific purposes (ESP) course, it can be offered to medical students at multiple levels and stages. Medical terms are long in length, looming in appearance, large in quantity, and laborious to pronounce, posing common challenges in teaching and learning that students feel difficult to effectively and efficiently distinguish and use them. Grounded in the educational goals for medical talents and the course syllabi, this paper employs the organ-system integration teaching within the theoretical framework of the production-oriented approach (POA). Using a terminology course for beginner medical undergraduates as an example, the author develops the tiered learning objectives, constructs a chain of output tasks, and elaborates on the specific pathways and key points, aiming to improve the quality of application-oriented medical terminology instruction.

Strengthening the construction of grassroots medical teams with a focus on general practitioners is an important measure to deeply implement the spirit of the 20th National Congress of the Communist Party of China, as well as the foundation and guarantee for achieving comprehensive health and a moderately prosperous society. Based on over ten years of training practice, exploration, and research, this article analyzes the challenges faced by current rural-oriented tuition-waived medical students training, strengthen the top-level design and continually optimize and adjust. We have established and implemented a competency-oriented training medical cultivation mode with school characteristics under the concept of one health. Combining with the characteristics and requirements of primary medical and public health service, the mode manifests in 6 aspects, that is: education concept, educational philosophy, course system, practical teaching system, teaching mode and evaluation system, quality assurance system. As one of the first universities to carry out target admission medical graduates training, Lanzhou University takes it as its responsibility to cultivate high-quality general medical talents, and has achieved remarkable results in education. Graduates have become the core force of grassroots health talents in the Gansu province, making contributions to the construction of a "Healthy Gansu". Schools should adhere to innovation and development, establish a personnel training system that meets the needs of the times, further strengthen collaboration with the government and employers, establish a collaborative linkage mechanism for enrollment, training, employment, and application, and effectively alleviate the worries of rural-oriented tuition-waived medical students.

Objective　To evaluate the practical effectiveness of a teaching model that integrates case-based learning (CBL) and problem-based learning (PBL) with virtual simulation technology in the teaching of complex cerebrovascular intervention cases. The study assessed its impact on clinical reasoning skills, learning satisfaction, teamwork abilities, and long-term knowledge retention.Methods　A randomized controlled trial was conducted with 120 resident physicians and standardized training medical students who received training at the First Affiliated Hospital of Zhengzhou University from December 2023 to March 2025. Participants were randomly assigned to either the control group (n=60) or the intervention group (n=60) in a 1∶1 ratio. The control group received traditional lecture-based instruction, while the intervention group engaged in a CBL-PBL integrated teaching model enhanced with a virtual reality cerebrovascular intervention simulation system and an interactive online case-based learning platform to create immersive clinical learning scenarios. At the end of the teaching period, both groups were evaluated on clinical reasoning ability, learning satisfaction, teamwork and communication skills, and knowledge retention and transfer one month later.Results　After the teaching intervention, the intervention group showed significantly higher clinical reasoning scores than the control group (P＜0.001). Overall satisfaction and scores across all satisfaction dimensions were significantly higher in the intervention group (P＜0.05). Peer-assessed teamwork scores were also significantly higher (P＜0.001), although instructor-assessed scores showed no significant difference (P＞0.05). Follow-up testing revealed that knowledge retention in the intervention group remained significantly higher than in the control group (P＜0.001), though the rate of score decline over time did not differ significantly between groups (P＞0.05).Conclusion　The virtual simulation-assisted CBL-PBL integrated teaching model significantly enhances the instructional effectiveness for complex cerebrovascular intervention cases. It contributes to the development of clinical reasoning, collaboration, and knowledge transfer skills among trainees and demonstrates strong potential for broader implementation in clinical education.

Objective　To explore the impact of goal-oriented situational teaching on the theoretical knowledge, skills, and core competencies of interns in the Department of Otorhinolaryngology-Head and Neck Surgery. Methods　A retrospective study was conducted on 110 medical interns in the Department of Otolaryngology, Head and Neck Surgery, First Affiliated Hospital of Soochow University from May 2022 to July 2023. Based on the teaching methods, they were divided into the goal-oriented teaching group (n=57) and the conventional teaching group (n=53). The conventional teaching group used conventional teaching methods, while the goal-oriented teaching group adopted goal oriented situational teaching. The theoretical knowledge scores, skill scores, self-evaluation of abilities, teaching effectiveness evaluation, core competencies, and satisfaction with teaching methods were compared between the two groups. Results　The scores of the goal-oriented teaching group, including theoretical assessment, case analysis, and skill operation scores, were significantly higher than those of the conventional teaching group (P＜0.05); The overall excellence rate of self-assessed abilities in the goal-oriented teaching group was 92.98%, which was significantly higher than the 77.36% in the conventional teaching group (P＜0.05); The interns in the goal-oriented teaching group gave significantly higher scores on the quality of teaching management (including teaching methods, hardware facilities, teaching attitude, academic competence, and medical ethics) than those in the conventional teaching group (P＜0.05). The core competencies of the goal-oriented teaching group, including communication skills, personal traits, nursing skills, critical thinking skills, professional development skills, and overall competency score, were significantly higher than those of the conventional teaching group (P＜0.05); The overall satisfaction rate of the goal-oriented teaching group was 94.74%, which was significantly higher than the 81.13% of the conventional teaching group (P＜0.05).Conclusion　Goal oriented situational teaching has achieved significant results in the training of interns in the Department of Otorhinolaryngology-Head and Neck Surgery. It can improve their theoretical knowledge, practical operation skills, and core competencies.

As an advanced imaging technology, digital subtraction angiography (DSA) has important application value in vascular surgery teaching. By providing high-resolution vascular images, DSA can clearly display the anatomical structure and lesions of blood vessels, such as vascular stenosis, hemangioma, and vascular rupture, helping students to accurately identify vascular diseases and cultivate the concept of minimally invasive intervention. In addition, combined with clinical cases, DSA image interpretation teaching helps students understand the diagnosis and treatment of the disease and the therapeutic effect, which is conducive to the cultivation of clinical thinking. In short, DSA image interpretation serves as an important tool for vascular surgery teaching and promotes the organic combination of students' theoretical knowledge and clinical practice. This article discusses the application of DSA image interpretation in the teaching of vascular surgery in detail, deeply analyzes its teaching advantages, implementation methods, and relevant precautions, and looks forward to its future development trends.

Objective　This study aims to establish a lean management system for the whole process of day surgery based on slope theory, and to explore its application effect in improving surgical efficiency, optimizing resource allocation and improving patient satisfaction.Methods　Measures including standardized surgical procedures, information management, refined personnel scheduling, material management optimization, patient education and communication strengthening, and multi-department cooperation improvement were implemented in the day surgery center of Xuanwu Hospital, Capital Medical University.Results　After the implementation of this system, the preoperative preparation time was shortened from (85.6±12.3) min to (72.4±10.7) min (P＜0.001); The postoperative recovery time decreased from (26.3±4.5) h to (22.8±3.9) h (P＜0.001); The total hospitalization time of the patients decreased from (2.5±0.7) d to (1.9±0.5) d (P＜0.001); The patient satisfaction score increased from (82.4±6.7) points to (91.6±5.2) points (P＜0.001); The utilization rate of the operating room has been significantly improved. The intraoperative waiting time has been shortened by 32.1%, and the discharge process has been reduced by 33.7%.Conclusion　The lean management system based on slope theory is effective in the application of day surgery, which provides scientific basis and practical guidance for medical management.

Objective　Analyze the problems of hospital management research, and provide countermeasures and suggestions for further management.Methods　The hospital-level excellent management projects from 2018 to 2022 were analyzed, and a questionnaire survey was conducted among the project applicants.Results　Among the excellent management projects, those focusing on "medical quality and safety management" accounted for the largest proportion, reaching 42.70%. "Employees spent the least time on hospital management research", with an average rank of 1.61. The main purposes for employees to conduct management research were "improving work performance" (77.92%), "updating professional knowledge" (61.04%), and "promoting professional titles" (45.45%). The main research difficulties faced by employees were "lack of research methods" (72.73%), "insufficient research time" (67.53%), and "lack of research objects" (57.14%). The main research support that employees expected to obtain included "research training" (89.61%), "supporting incentive policies" (87.01%), and "necessary research time" (76.62%).Conclusion　Establishing a hospital management research fund is conducive to improving the hospital management level. Hospitals should take the high-quality development of public hospitals as a guide to build a complete funding system for hospital management research; set up a youth fund for hospital management research to encourage young backbones to participate actively; improve supporting incentive policies, ensure sufficient research time, and enhance employees' enthusiasm for participation; and carry out management research training oriented to employees' needs.

Objective　To construct clinical teacher training curriculum system that is in line with the characteristics of medical colleges, with the aim of promoting the improvement of clinical teacher teaching abilities and enhancing the scientific, systematic, and standardized nature of clinical teacher training in medical colleges.Methods　Using the Delphi method, 15 experts were invited to evaluate the preliminary curriculum system consisting of 3 dimensions and 23 indicators through two rounds of Delphi expert inquiry. The dimensions and corresponding indicators of the clinical teacher training curriculum system were determined.Results　The positive coefficients of the two rounds of consulting experts were 0.491 and 0.718, respectively, and the coordination coefficient was significantly improved (P＜0.001). Finally, a clinical teacher training curriculum system was established, which includes three dimensions: adaptation and transition period, formation and growth period, and stable and mature period.Conclusion　The establishment of this clinical teacher training curriculum system provides guidance and direction for medical colleges to carry out clinical teacher training work, and provides valuable reference for the sustainable development of clinical teachers.

Objective　To assess the current status of digital literacy among clinical teachers, analyze its influencing factors, and propose targeted improvement strategies in response to the requirements of the Digital Literacy for Teachers standard, thereby promoting the digital transformation of medical education.Methods　Based on the Digital Literacy for Teachers industry standard issued by the Ministry of Education, a questionnaire was designed by integrating relevant literature, expert consultations, and teacher discussions. In March 2024, a survey was conducted among 140 clinical teachers from 13 clinical medical schools of Capital Medical University. The data were analyzed using independent samples t-tests and One-Way ANOVA.Results　Significant differences were observed in the scores across various dimensions of clinical teachers' digital literacy (F=21.88, P<0.001). The highest score was in digital social responsibility (4.70±0.45) points, followed by digital awareness (4.52±0.46) points, while digital technology knowledge and skills (4.13±0.75) points and digital application scored relatively lower (4.17±0.69) points. Significant gender differences were found in digital technology knowledge and skills (t=2.55, P=0.012) and digital collaborative education (t=2.23, P=0.028). Sub-dimensions such as digital technology knowledge (t=2.15, P=0.033) and digital technology skills (t=2.53, P=0.013) also showed significant differences. Age-related differences were observed in the dimension of digital technology knowledge (F=3.53, P=0.032).Conclusion　The development of clinical teachers' digital literacy is uneven across dimensions, with digital technology knowledge and skills as well as digital application capabilities requiring systematic improvement. Differences in digital literacy levels based on gender and age suggest that stratified training and guidance would be beneficial.

Objective　To explore the current status of medical students' readiness for artificial intelligence (AI) and its influencing factors, providing support for medical colleges to carry out exploration and practical operations of AI-empowered medical education.Methods　A convenience sampling method was used to conduct a questionnaire survey among undergraduate medical students at a medical college in Beijing. The questionnaire, based on the Medical Students' AI Readiness Scale, assessed the students' AI readiness. Additionally, drawing on two models—the Task-Technology Fit Theory and the Technology Acceptance Model—the study explored how factors such as technical characteristics and user psychology influence medical students' AI readiness.Results　A total of 265 valid questionnaires were collected, and 78.9% of the medical students had used AI. The total score of the students' AI readiness was (79.88±18.00) points. Among the dimensions, the cognitive dimension scored (26.76±8.20) points, which was lower than the ability dimension. Significant differences in AI readiness were observed across gender, academic year, and major (P<0.05). Perceived ease of use and task-technology fit had a significant positive impact on medical students' AI readiness.Conclusion　Medical colleges should adopt a student-centered approach, design AI-related medical courses, and integrate them into basic teaching and clinical practice to systematically improve medical students' AI literacy.

Objective　Against the backdrop of New Medical Sciences, this study aims to explore the current state of the scholarship of teaching and learning (SoTL) among teachers in local medical universities, and to provide empirical evidence for formulating strategies to enhance teachers' competence.Methods　An investigation was carried out on medical professional teachers in a local medical university. A total of 85 structured self-developed questionnaires were distributed, with 78 valid ones retrieved. Statistical analyses were conducted to examine teachers' performance across various dimensions of SoTL and the existing group differences.Results　The teachers' recognition rates of the Outcome-Based Education (OBE) concept and deep learning concept were only 26.9% and 25.6%, respectively; only 71.8% of the teachers had a clear understanding of the connotation of "integration of medicine, engineering, science and liberal arts" in New Medical Sciences. In the "Achievements and Effectiveness" dimension, the scores of teachers aged 36~45 were significantly higher than those of teachers aged 26~35 [(35.57±7.48) points vs (30.33±3.36) points] (P＜0.001); the scores of associate professors were significantly higher than those of lecturers [(36.86±7.93) points vs (30.45±3.32) points] (P＜0.001); and the scores of male teachers were higher than those of female teachers [(34.95±7.30) points vs (31.60±4.57) points] (P＜0.05). In the "Reflection" dimension, the scores of female teachers were higher than those of male teachers [(38.88±4.05) points vs (36.95±4.39) points] (P＜0.05). Additionally, a significant positive correlation was observed between the "Reflection" dimension and the "Knowledge Construction" dimension (r=0.440, P＜0.001).Conclusion　Teachers in local medical universities have deficiencies in the cognition of SoTL concepts and show group differences in competence development. Efforts should be made to advance the multi-dimensional, coordinated development of teachers' SoTL by constructing a SoTL community and implementing differentiated training strategies.

Objective　To explore the relationship between social support, coping style and psychological stress.Methods　A total of 832 medical students were tested with the Perceived Social Support Scale, the Chinese Version of the Depression-Anxiety-Stress Scale and the Brief Coping Style Scale, and the moderated mediation effect was tested with the LMS method.Results　Pearson correlation analysis showed that social support was significantly negatively correlated with negative response, depression, anxiety and stress (P＜0.001); negative response was significantly positively correlated with depression, anxiety and stress (P＜0.001); social support had a significant negative impact on psychological stress among clinical medical students (β=-0.533); social support had a significant negative impact on negative response (β=-0.484), and negative response had a significant positive impact on psychological stress (β=-0.602). Negative response played a partial mediating role in the impact of social support on psychological stress; gender played a regulatory role in the stage of negative response on psychological stress.Conclusion　This study reveals the impact of social support in the coping style of psychological stress relief, and further enriches the domestic research field on psychological stress, which has certain enlightening significance for reducing psychological stress.