Medical Education Management

Construction of a self-paced interdisciplinary curriculum system for medicalundergraduates—a case study of smart health and wellness courses

Lin Yuhua, Li Xianwen

2025, 11(6): 623-628. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 001

Asbtract ( 38 )

PDF (737KB) ( 28 )

References | Related Articles | Metrics

Objective To address the problems existing in medical education under the background of the "newmedicine", such as insufficient interdisciplinary integration and rigid teaching models, and to construct a student-centered,self-paced interprofessional curriculum system for smart health and wellness. Methods Utilizing expert meetings andbrainstorming sessions, supplemented by literature analysis, we established the training objective of "engineering literacy,nursing expertise, rehabilitation proficiency". A modular curriculum was designed, along with a three-phase implementationpathway of "calibrate-elevate-activate" supported by online platforms and virtual simulation technology to facilitate studentautonomy in scheduling, pacing, and learning pathways. Results A curriculum framework comprising six modules,including Introduction to Technology and Rehabilitation Nursing was developed, totaling 728 hours with practicalcomponents accounting for as high as 76%. Mechanisms such as cyclic course offering, credit accumulation and coursecredit recognition were adopted to ensure the flexibility and openness of the system. Conclusion The curriculum systemconstructed in this study deeply integrates medical-engineering interdisciplinary approaches with personalized learning,providing an implementable solution for cultivating interprofessional talents in smart health and wellness, and offeringpractical reference value for medical education reform

A POA-guided teaching design and practice of whole-person education in medicalEnglish reading

Meng Qian

2025, 11(6): 629-636. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 002

Asbtract ( 20 )

PDF (1715KB) ( 4 )

References | Related Articles | Metrics

Objective to explore the workable path of whole-person education in medical English reading based onproduction-oriented approach (POA). Methods A four-step procedure has thus been explored: identifying educationalelements, developing tailored teaching plans, conducting teaching practices and assessing educational effectiveness. First,based on the whole-person education principles of the POA, educational elements in teaching materials are explored. Then aunit teaching plan is accordingly designed; explicit teaching objectives (communicative and language objectives) focusing onthe language instrumentality of medical English are designed for both the teacher and students, and implicit teacher-specificteaching objectives (implicit educational objectives) are designed to develop key competencies and accentuate the humanism ofmedical English education. Next, the teaching design is put into practice. Finally, a mixed research approach is used toevaluate the achievement of teaching objectives from perspectives of both the teacher and students. Results The unit teachingdesign based on POA can achieve both the explicit teaching objectives shared by the teacher and students and the implicitteacher-specific teaching objectives. Conclusion This study finds that a good teaching design with teaching objectives ofboth instrumentality and humanism is the cornerstone for effective whole-person education in medical English readin

Intelligent Solutions for Graduate Medical English Teaching Challenges—a Case StudyBased on CMU Xuetangyun Online Learning Platform

Liu Siyu, Xie Chunhui, Chen Xinyi, Liu Jiahuan

2025, 11(6): 637-644. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 003

Asbtract ( 27 )

PDF (1232KB) ( 12 )

References | Related Articles | Metrics

With the deepening development of artificial intelligence (AI) applications, there is an urgent need for atransformation in college English teaching, particularly graduate English teaching, from traditional face-to-face classroomsto intelligent online teaching platforms with deep technological integration. Capital Medical University (CMU) hasdeveloped the Xuetangyun Online Learning Platform, which integrates functions such as AI learning companions,differentiated teaching, and intelligent course creation to establish a "technology-empowered teaching" system. Taking theAI-supported course Medical English Terminology offered to CMU graduate students as an example, this paper explores theapplicability and effectiveness of the "AI + online course" model in medical English teaching. Statistical data from 131 validquestionnaires completed by CMU master's students show that the platform enables personalized course guidance and AIassisted learning, effectively enhancing students' language application abilities and learning engagement. Additionally, theresults indicate high satisfaction among graduate students with the medical English course content, teaching arrangements,and AI learning companion functions on the platform. Perceived ease of use and perceived usefulness both show significantpositive correlations with usage frequency. This study demonstrates that the CMU Xuetangyun Platform can effectivelyaddress three major challenges in graduate medical English teaching and provides a replicable and scalable practical pathwayfor the digital transformation of graduate English teaching.

Ideological status and educational optimization pathways for medical vocationalstudents—a case study of a medical vocational college

Yuan Huili, Wang Yunhe, Siqintana

2025, 11(6): 645-652. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 004

Asbtract ( 35 )

PDF (799KB) ( 32 )

References | Related Articles | Metrics

】 To enhance the precision of ideological and political education for students in medical vocational colleges andto improve its practical effectiveness, a questionnaire survey was conducted among students at a medical vocational college,covering eight aspects including outlook on life, moral values, employment perspectives, and evaluations of ideological andpolitical theory courses. The results reveal three main characteristics of students' ideological status: a predominantly positivemainstream, a coexistence of pragmatism and self-centered tendencies, and susceptibility to confusion or externalinfluences. These findings indicate that while the college's ideological and political education has achieved certainsuccesses, challenges and shortcomings still exist. Improvements can be explored through targeted strategies, innovativeeducational models, and collaborative education mechanisms. This approach aims to continuously improve the quality offostering virtue through education, cultivating high-quality medical and health professionals who are both morally andtechnically competent for the Healthy China Initiative.

Application of blended learning community and stratified progressive project teachingmethod in the course of nursing pedagogy

Xu Yan, Yu Xiaoyun, Dai Yuqin

2025, 11(6): 653-659. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 005

Asbtract ( 29 )

PDF (733KB) ( 17 )

References | Related Articles | Metrics

Objective To explore the effect of blended learning community and stratified progressive project teachingmethod in the teaching of nursing pedagogy. Methods Fifty-one nursing students of grade 2021 were selected as theobservation group, and the learning tasks were divided into four teaching processes: pre-class task (online), classroomlearning (offline), after-class task (online) and stratified project teaching (offline); and 65 students of grade 2021 "3+3+2"nursing students were selected as the control group to complete corresponding task groups and special exercises. Thestudents' test scores, teamwork consciousness evaluation questionnaire and self-designed questionnaire "nursing pedagogyteaching effect evaluation" were used to evaluate the teaching effect. Results The students in the observation group hadhigher abilities than those in the control group in compiling teaching objectives, analyzing key and difficult points, choosingteaching methods, choosing teaching media, writing teaching plans, making PPT and learning interest (P<0. 05). Thestudents' test scores and teamwork consciousness were also significantly greater than those of the control group (P<0. 05).The students who completed the A-level tasks had no obvious difference with the B-level students in setting curriculum objectives and analyzing key and difficult points, and the improvement of the ability of the other eight evaluation indicatorswas greater than that of the B-level students. Conclusion Blended learning community and stratified progressive projectteaching method can promote students' mastery and application of knowledge, and also improve their sense of teamwork.

"Dual-Driving and Triple-Wing" model for cultivating innovative and entrepreneurialcapabilities of medical undergraduates

Wang Ningjing, Nie Wei, Kang Gai, Li Shengnan, Niu Xiaolu, Xue Qiaodan, Zhao Dongfang

2025, 11(6): 660-666. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 006

Asbtract ( 25 )

PDF (738KB) ( 16 )

References | Related Articles | Metrics

The comprehensive advancement of the Healthy China initiative has posed new epochal requirements formedical education, making the cultivation of innovative and entrepreneurial capabilities of medical students a critical task ineducational reform. Based on an analysis of the significance of fostering such competencies in medical undergraduates andby integrating the current practical challenges faced by medical colleges, this study proposes the "Dual-Driving and TripleWing" training model. The framework features a core mechanism of "consciousness-driven and competence-drivenmotivation", supported by a three-dimensional system encompassing "mentorship guidance, team empowerment, and projectbased learning". Ultimately aiming to achieve dual objectives of "competition-facilitated innovation" and "achievementtransformation", this model provides both theoretical frameworks and practical pathways for transforming medical talentcultivation models.

Curriculum design and practice of labor education for medical students in the new era

Gang Tingting , Zhang Wei, Wang Yajun, Lu Jie

2025, 11(6): 667-672. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 007

Asbtract ( 16 )

PDF (942KB) ( 8 )

References | Related Articles | Metrics

Labor education is an important part of the socialist education system with Chinese characteristics and anessential component of ideological and political education for medical students. It has comprehensive educational values incultivating virtues, enhancing intelligence, strengthening physical fitness, and nurturing aesthetics. In the new historical era,it is particularly important to strengthen labor education for medical students, cultivate their passion for labor, and developtheir labor skills related to their majors. This article focuses on the design and implementation of labor education courses formedical students in the new era. Taking the high consistency between the contents of labor education—hard work, selflessdedication and courage to take responsibility—and the professional qualities of medical students as the entry point, it fullyexplores the ideological and political elements contained in labor education. Thus, a comprehensive, practical and targetedlabor education course for medical students under the "12453" model (one core, two channels, four modules, fivecombinations and three-step improvement) is formed. The course aims to guide medical students to establish a correctconcept of labor values, improve their labor literacy and strengthen their sense of responsibility, so as to provide a referencefor constantly enriching the contents and forms of labor education courses for medical students.

"Five-Education integration" educational pathway in clinical medical colleges underthe national strategy of building China through education—a case study of BeijingTiantan Hospital, Capital Medical University

Huo Mofei, Zhang Jialiang, Li Kai

2025, 11(6): 673-678. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 008

Asbtract ( 39 )

PDF (785KB) ( 31 )

References | Related Articles | Metrics

Medical students are the backbone of the future healthcare system. As the primary base for cultivating medicaltalents, clinical medical colleges shoulder the important mission of teaching, cultivating, serving, and managing students.Exploring the "five-education integration" educational system in clinical medical colleges helps enhance the comprehensivequality of medical students. This approach fosters medical professionals with noble medical ethics, solid medicalknowledge, and strong clinical competence, ultimately contributing to the implementation of the "Healthy China" strategy.At the theoretical level, this study explores the key elements of the Five-Education integrated talent development pathway.At the practical level, taking Beijing Tiantan Hospital, Capital Medical University as a case study, it constructs a trinity talentdevelopment system for clinical medical colleges—comprising "Party-building leadership, faculty empowerment, and FiveEducation integration"—through a collaborative education mechanism that emphasizes cultivating moral integrity, enhancingintellectual capabilities, strengthening physical foundations, nurturing aesthetic sensibilities, and practicing labor education.This provides a reference pathway for clinical medical colleges to implement Five-Education integrated talent developmentunder the national strategy of building a strong education system.

Practical exploration of CBL teaching method empowered by the ERAS concept insurgical clinical internship#br#

Yu Zhen, Ke Ji, Yang Xingguo, Zhang Baoxun, Yu Le

2025, 11(6): 679-683. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 009

Asbtract ( 19 )

PDF (864KB) ( 11 )

References | Related Articles | Metrics

Objective To explore the multidimensional practical effects of the enhanced recovery after surgery (ERAS)concept-empowered case-based learning (CBL) teaching method in surgical clinical internships. Methods Seventy-eightsurgical clinical interns from the Fourth Clinical College of Capital Medical University in the 2023-2024 academic year wererandomly divided into an experimental group (n=39) and a control group (n=39). The experimental group adopted amultidisciplinary CBL teaching method integrated with ERAS concepts, designing standardized cases covering the"preoperative-intraoperative-postoperative" workflow, combined with scenario simulation, dynamic feedback, and teamcollaboration. The control group received traditional CBL teaching. Teaching effectiveness was evaluated throughtheoretical assessments, skill operation evaluations, team collaboration scores, and teaching satisfaction surveys. ResultsThe experimental group significantly outperformed the control group in theoretical assessment scores (89. 4±5. 1 vs 84. 2±6. 3), skill operation scores (8. 7±1. 2 vs 7. 6±1. 4), and team collaboration ability (8. 9±1. 0 vs 7. 3±1. 3) (P＜0. 05). Thetotal teaching satisfaction score (17. 8±1. 5 vs 14. 2±2. 1) was also higher in the experimental group (P＜0. 05). ConclusionThe ERAS concept-empowered CBL teaching method effectively enhances clinical decision-making abilities, operationalskills, and teamwork levels among surgical interns, providing a new pathway for reforming surgical clinical education.

Teaching effect of seminar combined with CBL teaching method in vascular ultrasound internship

Yang Jie, Jia Lingyun, Zhou Fubo, Xing Yingqi

2025, 11(6): 684-688. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 010

Asbtract ( 31 )

PDF (695KB) ( 20 )

References | Related Articles | Metrics

Objective To explore the teaching effect of the seminar combined with the Case-based Learning (CBL) teaching model in the vascular ultrasound probation course. Methods A total of 63 students majoring in the 2020 "5+3" clinical medicine program of the First Clinical Medical College of Capital Medical University were selected and taught the vascular ultrasound probation course, using the seminar combined with the CBL teaching method. Sixty-one students majoring in the 2019 the same program of the First Clinical Medical College of Capital Medical University were set as the control group and taught with the traditional teaching model. The examination scores and questionnaire survey scores of the two groups were compared. Results The theoretical examination scores of the experimental group were (51. 6±4. 0) points, and the case-analysis scores were (37. 0±1. 6) points, which were significantly higher than those of the control group, (48. 2±4. 0) points and (35. 4±2. 4) points, respectively. The differences were statistically significant (P<0. 001 for all). Conclusion The combination of seminar and CBL teaching methods has achieved good teaching effects and satisfaction in the vascular ultrasound internship teaching for undergraduate and junior college medical students, and has certain popularization and application value.

Application of AI-assisted reconstruction in head and neck CT angiography in medicalimaging technology professional practice teaching

Zhao Cheng, Zheng Chong, Li Ruili, Lu Jie

2025, 11(6): 689-695. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 011

Asbtract ( 17 )

PDF (1460KB) ( 9 )

References | Related Articles | Metrics

Objective To explore the application value of the artificial intelligence (AI) -assisted reconstruction teachingmode in head and neck Computed angiography (CTA) in improving the teaching of CT angiography scanning andreconstruction techniques for students majoring in imaging technology. Methods A total of 15 medical imaging technologystudents who interned in tomography from January 2022 to March 2023 were included in the control group and trained usingtraditional teaching methods, while 17 medical imaging technology students who interned in tomography from January 2024to March 2025 were included in the experimental group and were first self-taught with AI and then received standardized teaching training. The teaching effects of the two groups were evaluated through theoretical tests, practical scanningoperation tests, vascular reconstruction skills tests, and satisfaction surveys. Results Overall, the experimental groupscored significantly higher than the control group in theoretical assessment, practical scanning operation, and vascular postprocessing reconstruction skills (P＜0. 001), and the post-processing reconstruction time was shorter than that of the controlgroup (P＜0. 01). In the detailed post-processing skill assessment items such as head and neck vessel localization,anatomical structure identification, specific lesion description, stenosis degree evaluation, artifact recognition and analysis,and vascular reconstruction time, the scores of the experimental group were also significantly higher than those of the controlgroup (P＜0. 01). Meanwhile, the satisfaction score of the experimental group was significantly higher than that of thecontrol group (96. 35±1. 17 vs. 81. 60±1. 50, P＜0. 001). Students in the experimental group also provided feedback thatthis teaching model was helpful in improving the anatomical understanding of blood uessels in the head and neck region,enhancing learning interest, improving learning efficiency, and enhancing professional skills. Conclusion The AI-assistedteaching mode can effectively enhance students' mastery of head and neck CTA operation and vascular reconstruction skills,but it cannot replace traditional teaching methods. Only by effective combination of the two can provide favorable supportfor the teaching practice of medical imaging technology.

A preliminary exploration of integrating humanistic education into the teaching ofpediatrics in traditional Chinese medicine

Zhang Chunhong, Liu Hua

2025, 11(6): 696-700. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 012

Asbtract ( 48 )

PDF (721KB) ( 17 )

References | Related Articles | Metrics

In the context of Healthy China in the new era, cultivating high-quality comprehensive medical talents andbuilding a harmonious doctor-patient relationship are necessary conditions to meet the people's desire for a better life.Classroom teaching is the cornerstone of medical student vocational training, and an important stage for cultivatinghumanistic spirit and training professional qualities. However, medical education has long been using a traditional teachingmodel that focuses on knowledge transmission and skill development, with insufficient emphasis on humanities education.The article analyzes the problems and difficulties in current pediatric teaching of traditional Chinese medicine, and analyzesthe reasons for their existence. A preliminary exploration was conducted on the methods and approaches of integratinghumanistic education into classroom teaching. Reforming the education model, optimizing curriculum settings andevaluation standards, and incorporating humanistic education into traditional Chinese medicine and pediatrics classroomteaching were proposed. Methods such as learning doctor-patient communication, consolidating communication skills,promoting traditional culture, and exploring humanistic characteristics were also explored. The viewpoint of integratinghumanistic education throughout teaching was also proposed.

Learning curve for residents with different educational backgrounds in masteringthyroid imaging reporting and data system

Zhong Minying, Yuan Yingping, Xiong Yue, Zhen Chaojiong, Huang Weijun

2025, 11(6): 701-706. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 013

Asbtract ( 37 )

PDF (777KB) ( 16 )

References | Related Articles | Metrics

Objective To explore the learning curve of first-year residents with different educational backgrounds inmastering the 2017 American College of Radiology (ACR) Thyroid Imaging Reporting and Data System (TI-RADS).Methods A total of 21 first -year residents who participated in standardized training for residents at Ultrasound Center ofFoshan First People's Hospital from 2023 to 2025 were selected. They were divided into a postgraduate group (8 residents)and an undergraduate group (13 residents) based on their educational backgrounds. After receiving training on ACR TIRADS, 125 thyroid cases were randomly divided into 5 groups with 25 cases each, which were distributed to the residentsfor assessment in 5 separate sessions. Taking the TI-RADS classification results of senior physicians as the referencestandard, each resident's classification results were compared with those of senior physicians: 4 points were awarded forconsistency and 0 points for inconsistency. Meanwhile, the time spent on each assessment was recorded, and learning curveswere plotted. Results The assessment scores of both groups showed an upward trend at all stages, with a statistically significant difference (F=14. 690, P＜0. 001). The scores of the postgraduate group increased significantly from the secondassessment and then stabilized. There was no statistically significant difference in the scores between the two groups acrossthe 5 assessments (F=3. 158, P=0. 092). Conclusion After theoretical training and reading 50 thyroid nodule cases, firstyear residents can basically master ACR TI-RADS classification and achieve stable performance, with postgraduate residentsdemonstrating better mastery.

Practice and exploration of teaching clinic in standardized residency training

Lin Yehua, Huang Yan, Wang Xuefen, Wang Jinyu, Shao Lan

2025, 11(6): 707-714. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 014

Asbtract ( 25 )

PDF (751KB) ( 21 )

References | Related Articles | Metrics

Objective To explore the effect of teaching clinics on enhancing the clinical competence of residents and theirimplementation effect. Methods All standardized training instructors and postgraduate year (PGY) 2 and 3 residents whoparticipated in the teaching clinic of Zhejiang Cancer Hospital from May 2023 to November 2024 were selected as the studysubjects. The Mini-Clinical Evaluation Exercise (Mini-CEX) scale was used to evaluate the clinical competence ofresidents, and a questionnaire survey was conducted to analyze the implementation effect of teaching clinics. ResultsResidents' clinical competence scores in each dimension in the second Mini-CEX assessment were higher than those in thefirst assessment, with statistically significant differences (P＜0. 05). The results of the faculty questionnaire showed that themain difficulties of teaching clinics identified by teachers were hierarchical teaching (68. 42%) and guiding residents toreceive patients independently (63. 16%). The most difficult teaching goal to achieve was cultivating residents' clinicalthinking and decision-making ability (73. 68%), and the content most in need of strengthening was inquiry skills (78. 95%).Conclusion Teaching clinics are helpful to improve residents' clinical practice abilities across all dimensions. However, itremains essential to improve the quality of these clinics by strengthening faculty development, broadening patientrecruitment strategies for teaching clinics, and establishing a regular feedback mechanism.

Application of hierarchical progressive teaching model in the standardized training ofresidents in the department of endocrinology

Xiu Shuangling, Sun Lina, Mu Zhijing, Fu Junling, Ma Yahui

2025, 11(6): 715-720. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 015

Asbtract ( 27 )

PDF (741KB) ( 19 )

References | Related Articles | Metrics

Objective To examine the effectiveness of a hierarchical and progressive teaching model in the standardizedresidency training program in the Department of Endocrinology at Xuanwu Hospital. Methods Based on the pilot reformconducted at Xuanwu Hospital, Capital Medical University in 2021, the residency training in endocrinology was stratifiedinto two levels according to the trainees' year: R1 (first-year residents) and R2 (second- or third-year residents). Thedepartment developed differentiated training objectives: R1 trainees were expected to master the diagnosis and treatmentprotocols for common endocrine disorders, while R2 trainees focused on enhancing subspecialty skills, managing complexcases, and improving teaching capabilities. A stepwise instructional framework was implemented, along with a 360-degreeevaluation and a multidimensional assessment system. Results From January to December 2024, a total of 95 residentscompleted their training in the endocrinology department (55 in R1, 40 in R2). Practical data showed that R2 residentsachieved significantly higher examination scores compared to R1 residents (91. 45±1. 93) vs (89. 18±3. 26) points, andsatisfaction scores for both levels exceeded 45 out of 50 points. Conclusion The findings demonstrate that this teachingmodel effectively enhances clinical competence; however, further efforts are needed to strengthen faculty development andoptimize resource allocation. This study provides reference for the promotion of the hierarchical progressive teaching modelin the standardized training of residents in the department of endocrinology.

A Cohort Study on medical postgraduates' self-evaluated research competence and its influencing factors#br#

Yang Kun, Zhao Yan, Wang Xue, Guo Yansu, Zhu Qingshuang, Lu Jie,

2025, 11(6): 721-727. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 016

Asbtract ( 35 )

PDF (745KB) ( 22 )

References | Related Articles | Metrics

Objective To systematically examine research motivation, scholarly output, training needs, and influencing factors among medical graduate students. Methods A cohort of 105 medical graduate students (58 master and 47 doctoral candidates) from a university-affiliated hospital was assessed. Research competencies were self-assessed using a validated online scale at enrollment and again prior to graduation. Results Doctoral students were more likely than master's students to pursue their degree out of a passion for research (63. 8% vs 37. 9%, P=0. 008). The proportion with at least one co-authored SCI-indexed journal article increased from 42. 6% to 58. 1% among doctoral students and from 5. 2% to 41. 2% among master's students (both P<0. 001). Master's students showed significant score increases in literature-search competency (+5. 22), academic writing (+5. 84), and scholarly competency (+5. 45) (all P<0. 001), whereas doctoral students showed no significant change in problem-identification (P=0. 120) or problem-solving (P=0. 319) competencies. Compared with doctoral students, master's students more frequently cited heavy clinical workload and time pressure as constraints on research training (51. 0% vs 27. 9%, P=0. 023). Conclusion Research training strategies should be tailored to degree levels. Key measures identified include implementing flexible laboratory management strategies, enhancing remote data collection methods, and strengthening remote research support systems.

Current situation and countermeasures of labor literacy of medical undergraduatesunder employment orientation

Wang Chen, Xiao Jingying, Li Changying

2025, 11(6): 728-733. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 017

Asbtract ( 12 )

PDF (720KB) ( 7 )

References | Related Articles | Metrics

Objective To investigate the current state of labor literacy among medical undergraduates and explores waysto enhance it within an employment-oriented framework, aiming to inform the integration of labor education into medicaltraining. Methods A mixed-methods approach was used, including questionnaire surveys and in-depth interviews focusingon four dimensions of labor literacy: cognition, emotion, volition, and behavior. Results Medical undergraduates' laborliteracy scores across all dimensions were significantly above the medium level (P＜0. 001), indicating relatively highoverall competence. However, a "knowledge-practice gap" was observed. Significant differences (P＜0. 001) were foundacross academic years, with junior students scoring lowest overall (3. 26±0. 32), particularly in labor emotion (2. 88±0. 59).Interviews revealed that internships, labor courses, and student work experiences enhanced labor literacy, and clear careerplanning promoted proactive skill improvement. Further integration of labor education into specialized curricula and careerguidance remains needed. Conclusion Strengthening education on the Marxist view of labor and improving the connectionbetween knowledge, emotion, and behavior are essential. Tailored activities should be designed based on students'developmental needs. Both dedicated labor courses and the incorporation of labor elements throughout medical educationand career guidance should be emphasized to improve overall labor literacy and comprehensive abilities.

The role of Chinese folk music in reducing anxiety among medical students: arandomized controlled trial

Song Yu, Ren Jie, Kou Jinyan, Gao Dahong, Nie Wei, Hu Zhengjuan

2025, 11(6): 734-739. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 018

Asbtract ( 11 )

PDF (832KB) ( 4 )

References | Related Articles | Metrics

Objective To explore the effect of Chinese folk music intervention on anxiety of medical students. MethodsA total of 61 medical students were selected to participate in the experiment voluntarily. A 2×2 mixed design was adopted,and the independent variable between the groups was intervention mode (Chinese folk music intervention and nointervention). Participants were randomly divided into the Chinese folk music intervention group (32 people, receiving 7-minute Chinese folk music intervention) and the no-intervention group (29 people, receiving 7 minutes of neutral materialmusic stimulation) by drawing lots. The independent variables in the group were the test phase (pre-test and post-test). Thedependent variable was the score of state-trait anxiety inventory. A 2×2 repeated measure analysis of variance was used tocompare the scores of state-trait anxiety inventory between the two groups before and after the intervention. Results Thesimple effect test after significant interaction showed that the level of state anxiety and general anxiety in the Chinese folk music intervention group was significantly lower than that in the pre-test (P＜0. 001). There were no significant differencesin all anxiety indicators before and after the test in the no-intervention group. There were no significant differences in traitanxiety level between the two groups before and after the test. Conclusion Chinese folk music intervention can alleviate the anxiety level of medical students.

Medical education digital transformation: investigation and analysis of medicalstudents' use of large models

Zhang Wei, Ouyang Siyuan, Peng Feixiang, Zhao Zhiqiang

2025, 11(6): 740-745. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 019

Asbtract ( 15 )

PDF (842KB) ( 9 )

References | Related Articles | Metrics

Objective To investigate the current status of medical students' use of large models in the digitaltransformation of medical education, and to provide data support for optimizing teaching resources. Methods Aquestionnaire survey was conducted using a 5-point Likert scale. A total of 160 medical undergraduates in grades 3 to 5from a medical college were surveyed, covering 7 dimensions including usage coverage, effectiveness in learning/research/clinical scenarios, and training needs. Results The penetration rate of large models exceeds 95%. Among medicalstudents, 32% use them more than 10 times per week, with domestic models such as DeepSeek taking the lead in usage rate.In learning scenarios, information retrieval (88. 75% high effectiveness) and text translation (86. 25% high effectiveness)perform prominently, while knowledge point mastery (43. 75% low effectiveness) needs improvement. In scientific researchscenarios, literature analysis shows significant efficiency (85. 63% high effectiveness), but the assistance in experimentaldesign is limited. Medical record writing stands out with remarkable results, taking the lead with a 40. 62% dataperformance and showing an obvious unimodal skewed distribution "characteristic". "Case discussion" has the highestproportion of negative evaluations, with the combined proportion of "no effect" and "slightly effective" reaching 40%. For"error correction", the proportion of negative evaluations is 62. 50%. 75% of students demand training, focusing on practicaloperations and scenario applications. Conclusion Large models have become important tools for medical students' learningand research, but they have limitations in knowledge internalization and clinical thinking cultivation. It is necessary tooptimize functions and carry out targeted training based on institutional needs.

Construction of Medical Students' Professional Identity from the Perspective ofNarrative Medicine#br#

Chang Zheng, Zhang Huirui, Li Zhibo

2025, 11(6): 746-752. doi:10. 3969/j. issn. 2096-045X. 2025. 06. 020

Asbtract ( 14 )

PDF (706KB) ( 6 )

References | Related Articles | Metrics

Narrative medicine plays a pivotal role in fostering the professional identity of medical students. It holdssignificant importance in enhancing the moral education and talent cultivation quality of medical education, as well asstrengthening the quality assurance system of medical services. From the perspective of narrative medicine, this articledelves into the crucial significance and implementation pathways of integrating narrative medicine into the construction ofmedical students' professional identity. By refining the narrative medicine curriculum, promoting narrative medicineinternships, and creating a narrative medicine cultural environment, medical students can gain a deeper understanding ofpatients' experiences and needs. This enables them to cultivate empathy and a spirit of humanistic care, reflect on their ownlearning and career development, and ultimately forge a positive professional identity. Such an approach not only bolstersthe competency of medical students, laying a solid foundation for future medical practice, but also drives medical educationreform. It aims to nurture more exceptional medical talents endowed with humanistic qualities, compassion, and a sense ofresponsibility. Ultimately, this contributes to building harmonious doctor-patient relationships, enhancing the quality ofmedical services, and achieving the goal of "Healthy China 2030"

Table of Content