Table of Content

20 August 2026, Volume 12 Issue 4

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Strategies for deep integration of alumni associations and education foundations to empower high-level discipline construction in medical colleges and universities

Chen Chen, Li Jisheng

2026, 12(4):  433-439.  doi:10.3969/j.issn.2096-045X.2026.04.001

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Against the backdrop of China's in-depth advancement of the “Double First-Class Initiative”, discipline construction in medical universities is confronted with increasingly fierce competition and an ever-growing demand for resources. As a typical capital-intensive and talent-intensive domain, the development of medical education and research can no longer be sustained by sole reliance on traditional government fiscal appropriations to achieve high-quality, accelerated development; diversifying channels for social resource mobilization has therefore become an urgent priority. University alumni associations and education foundations serve as two core platforms for pooling social resources, maintaining emotional bonds, and supporting university construction and development, whose synergistic effectiveness directly impacts the fundraising capacity and long-term momentum for discipline development.  Grounded in the distinctive characteristics of medical institutions and the inherent logic of discipline development, this paper systematically delineates the functional positioning of alumni associations and education foundations, analyzes the structural roots of their coordination failures, constructs a collaborative symbiosis model centered on the "One Body, Two Wings" framework, and proposes a four-dimensional practice pathway encompassing “organization–data–product–incentive”. This study aims to provide an an actionable theoretical reference for medical universities and colleges to build diversified fundraising systems and enhance their discipline construction capabilities.





Exploration of collaborative development pathways between hospital administration departments and alumni associations & education foundations in medical universities: A case study of Capital Medical University

Li Wei, Li Jisheng

2026, 12(4):  440-445.  doi:10.3969/j.issn.2096-045X.2026.04.002

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This paper adopts literature analysis and case analysis to explore the collaborative development pathways between hospital management departments and alumni associations & education foundations in medical universities. Through multi-dimensional collaboration including mechanism improvement, resource integration, joint project development and talent training, it can effectively expand resource channels for clinical discipline construction, promote the integration of high-quality medical resources and social forces, advance the high-quality development of clinical disciplines, and achieve positive interaction and win-win results among universities, affiliated hospitals, alumni and social forces. This research provides a referable development model for similar medical universities.





Optimization of discipline construction-oriented fundraising models for medical university education foundations

Zhang Yingxue, Li Jisheng

2026, 12(4):  446-452.  doi:10.3969/j.issn.2096-045X.2026.04.003

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With the in-depth advancement of the “Double First-Class” initiative and medical education reform, clinical discipline development faces increasingly diversified funding demands. Traditional government fiscal appropriations, constrained in terms of total volume, flexibility, and innovation support, are far from adequate to meet these growing needs. Medical university education foundations serve as a vital bridge connecting social resources and higher medical education, and the effectiveness of their fundraising models is directly linked to the sustainability of discipline development. Through literature review and case analysis, this paper examines the funding requirements inherent in discipline development, identifies key problems in current fundraising models, and proposes optimization strategies encompassing the transformation of fundraising philosophy, diversification of donor channels, project-based design, brand-oriented operations, and asset// fund management. Furthermore, it explores performance enhancement pathways including information disclosure, professional team building, and the cultivation of philanthropy culture, aiming to provide practical insights for the advancement of medical university education foundations.





Exploration and practice of postgraduate curriculum development in stomatology from the perspectives of competencyorientation and internationalization at home: A case study of Guangxi Medical University

Chen Jing, Xu Ying, Li Yan

2026, 12(4):  453-459.  doi:10.3969/j.issn.2096-045X.2026.04.004

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Objective To evaluate the application effectiveness of a localized integrated curriculum constructed on the EDEMTET (E-Campus for Dental Education Supporting Multidisciplinary Team-based Learning and Evidence-based Treatment Planning) international cooperation platform in the training of professional master's degree postgraduates in stomatology. Methods This study employed a cross-sectional questionnaire survey. A total of 103 professional master’s degree students in stomatology from the 2023 to 2025 cohorts who participated in the curriculum were enrolled as research subjects. After the course, a questionnaire survey was conducted for self-assessment of core competencies and satisfaction evaluation of the teaching model. Valid responses were obtained from 95 students (92.2%), and descriptive analyses were performed. Results The combined proportions of "significant improvement" and "improvement" for all six core competency dimensions exceeded 87%: clinical diagnosis and treatment and evidence-based decision-making 90.5% (86/95), multidisciplinary teamwork 92.6% (88/95), effective communication and presentation 95.8% (91/95), critical thinking and academic judgment 94.7% (90/95), professional English proficiency 87.4% (83/95), and self-directed learning 89.5% (85/95). Furthermore, 91.6% (87/95) acknowledged the clarity of online content, 90.5% (86/95) affirmed that offline seminars promoted deeper learning, 92.6% (88/95) considered the online-offline connection smooth, and 90.5% (86/95) appreciated the instructors’ guidance and feedback. Meanwhile, 91.4% (87/95) were willing to recommend the curriculum, and 90.5% (86/95) believed that the combined formative and summative assessment approach could objectively reflect their learning outcomes. Conclusion The integrated curriculum locally adapted from the EDEMTET platform can effectively enhance the core competencies of professional master's degree postgraduates in stomatology, particularly in strengthening clinical decision-making, evidence-based practice, and multidisciplinary teamwork abilities, providing a practical framework for reference in the curriculum reform of medical postgraduate education.

Construction and effectiveness evaluation of a pharmaceutical care skills teaching model based on a smart pharmacy practical training platform

Wang Aiqin , Liu Weijie, Wang Lingjun, Pan Yanjuan, Zhang Ruiling

2026, 12(4):  460-465.  doi:10.3969/j.issn.2096-045X.2026.04.005

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Objective To explore the application effectiveness of the “Smart Pharmacy” simulation-based practical training in pharmaceutical care skills teaching. Methods This study adopted a quasi-experimental research design. From September 2024 to September 2025, a total of 120 students from two parallel classes of the same grade and professional background (Grade 2022, pharmacy major) at Henan Medical University were selected as research subjects. Cluster grouping was performed by class: one class designated as the control group (n=60) and the other as the study group (n=60). The control group received traditional teaching methods, while the study group was additionally provided with "Smart Pharmacy" simulation‑based practical training on the basis of the control group. The scores of theoretical knowledge assessment and practical skills assessment were compared between the two groups, and teaching satisfaction was evaluated using a questionnaire survey. Results The total score of theoretical knowledge assessment in pharmaceutical care (85.13±7.02), the total score of practical skills assessment in pharmaceutical care (85.37±3.64), and the total score of teaching satisfaction (4.79±0.30) in the study group were all higher than those in the control group, with statistically significant differences (P<0.05). 
Conclusion As an innovative practical teaching model, the “Smart Pharmacy” simulation-based practical training can effectively improve the quality and efficiency of pharmaceutical care skills teaching, demonstrating significant advantages in cultivating students’ clinical thinking, communication skills, and professional competence. This study provides empirical evidence for the promotion of this platform in pharmacy education.





Teaching Research on Autonomous Learning of Systematic Anatomy Driven by Artificial Intelligence

Jia Ning, Ji Shengfeng, Xu Jiehua, Sun Qinru

2026, 12(4):  466-472.  doi:10.3969/j.issn.2096-045X.2026.04.006

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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.




Construction of a standardized question bank for clinical medicine courses at Capital Medical University: Development and application of a technical parameter syste

Zhang Chuanbiao, Zhu Miao, Guo Rui, Li Song, Ma Ling

2026, 12(4):  473-479.  doi:10.3969/j.issn.2096-045X.2026.04.007

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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.

Construction pathways for a “university-healthcare-enterprise” collaborative public health undergraduates training system under the background of comprehensive health

Wu Jing, Zhang Jing, Chen Jie, Ren Nan

2026, 12(4):  480-487.  doi:10.3969/j.issn.2096-045X.2026.04.008

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In the new era, the paradigm of public health is shifting strategically from a narrow focus on "disease treatment" toward a comprehensive model of "whole-life-cycle health management," necessitating enhanced interdisciplinary competencies among public health professionals. Although the traditional "University–Medical Institution" (Uni-Med) dual-training model remains the mainstream and is relatively well-established, it is increasingly revealing structural limitations in the face of rapid health industry expansion. These limitations include a disconnect between academic curricula and workplace realities, restricted graduate employment prospects, and a deficit in industrial practice skills. Focusing on the reform of practical training curricula, this study systematically analyzes these challenges and proposes a novel "University–Medical Institution–Enterprise" (Uni-Med-Ent) collaborative education model. To bridge the gap between the educational and industrial chains, we advocate for the reconstruction of a "three-dimensional" modular curriculum, the deepening of joint curriculum development across sectors, and the establishment of integrated virtual-reality training platforms. By synergizing the strengths of public health disciplines with the evolving demands of clinical practice and industry trends, this framework aims to produce composite talents equipped with both robust theoretical knowledge and practical industrial capabilities, thereby offering a roadmap for the reform of public health undergraduate education in the new era.

Construction and effectiveness evaluation of a multidisciplinary integrated “Maternal and Child Health” micro-major talent cultivation model: A case study of Chongqing Medical University

Wu Dan, Qiu Jingfu, Li Fang, Yan Bo, Luo Qian, Wang Xia, Liu Qin

2026, 12(4):  488-495.  doi:10.3969/j.issn.2096-045X.2026.04.009

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Objective To evaluate the implementation outcomes of the “Maternal and Child Health” Micro-major jointly offered by the School of Public Health and the affiliated Women and Children’s Hospital of Chongqing Medical University, in cultivating interdisciplinary maternal and child health talents. Methods A mixed-method approach combining qualitative and quantitative methods was used to conduct a pre- and post-course comparative assessment among the inaugural cohort of 23 third-year preventive medicine undergraduates, covering core knowledge tests, a self-directed learning competence scale, helpfulness evaluations of teaching components, and surveys on course utility and satisfaction. Results The completion rate reached 100%. Core knowledge mastery rate rose from 71% pre-course to 96% post-course (χ²=4.17, P=0.04). Among self-directed learning ability dimensions, interpersonal communication showed significant improvement (t = 2.13, P = 0.041). Forty-eight percent of students rated the course as exceeding their expectations, while 35% reported meeting their expectations. “Experiential Kitchen” (5.0 points), “Clinical Case Analysis” (4.9 points), and “Hospital Site Visits” (4.6 points) scored highest in stimulating learning interest and enhancing application ability, whereas “Lecture-based Instruction” (2.6 points) in practical sessions scored the lowest. Conclusion Through the construction of an interdisciplinary curriculum and practice platforms, this Micro-major has effectively improved students’ knowledge and competencies. However, optimization of course density and practical teaching models still need further optimization.








Realistic challenges and practical pathways of generative artificial intelligence–empowered medical student training

Zhao Dongfang, Zhao Donghui, Niu Xiaolu, Wang Ningjing, Yiliminuer Nazhamaiti, Zuo Bojing, Nie Wei

2026, 12(4):  496-502.  doi:10.3969/j.issn.2096-045X.2026.04.010

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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.

A Comparative study on the standardization training standards for surgical residents between China and the United States and the construction of optimization pathways

Wang Yajun, Zhang Wei, Gang Tingting, Chen Lifen, Zhao Yan, Zhu Qingshuang, Chen Chao

2026, 12(4):  503-509.  doi:10.3969/j.issn.2096-045X.2026.04.011

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Resident Standardized Training (RST) is the crucial step of professional development between medical school and autonomous clinical practice, and its quality directly impacts the professional competence of future physicians. Based on the surgical training standards of China and the United States, this paper analyzes the core differences from six dimensions: training duration, rotation system, skill training, assessment mechanism, teaching and scientific research, and supportive guarantee. Combined with China’s national context, optimization suggestions are proposed, including constructing a hierarchical "basic + specialty" training duration system, optimizing the rotation system, establishing a structured skill training and simulation training system, improving the competency-based assessment and feedback system, ensuring teaching time and faculty competence, and perfecting the welfare guarantee mechanism for residents. The research aims to provide decision-making references for the revision of China’s new round of RST standards, construct a training model that aligns with international standards and embodies Chinese characteristics, promote the transformation of training from “quantity compliance” to “quality excellence”, and contribute to enhancing medical quality and discipline development.

Impact of systematic pre-examination surgical skill training on the pass rate of standardized residency training skill examinations for surgical residents—A retrospective cohort study

Zhang Xiaodong, Wu Hongwei, Liu Geng, Li Lina, Tan Yule, Zhang Weitao, Lin Huajun, Zhao Ning, Li Jun

2026, 12(4):  510-516.  doi:10.3969/j.issn.2096-045X.2026.04.012

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Objective To investigate the effect of systematic pre-examination surgical skills training (hereinafter referred to as pre-examination training) on the pass rate of skills examinations in standardized surgical residency training (hereinafter referred to as residency training). Methods A retrospective analysis was conducted. A total of 395 residents who participated in the standardized residency training program at the Surgical Training Base of Beijing Friendship Hospital, Capital Medical University from 2016 to 2025 were divided into a pre-examination training group (n=144) and a non-pre-examination training group (n=251). Their final skills examination scores were collected, and data processing was performed using SPSS 22.0 statistical software. The independent effect of pre-examination training on the examination pass rate was analyzed, and the effects of factors such as gender, student source type, and educational background on training effectiveness were explored. Results  Among the 395 participants, 144 received systematic pre-examination surgical skills training, with a pass rate of 95.83%; while 251 did not receive training, with a pass rate of 87.65%. Multivariate logistic regression analysis showed that participation in systematic pre-examination surgical skills training was a protective factor for improving the pass rate (OR=3.165, 95% CI:1.363-8.646, P=0.007). Gender and student source type were not independently associated with examination passing, and showed weak correlation with the training effect. The pass rate of the pre-examination training group was consistently higher than that of the corresponding non-training subgroups, and training effectively offset the inherent pass rate differences among different sources and genders. Conclusion Systematic pre-examination surgical skills training can significantly improve the pass rate of skill examinations among surgical residents and serves as an effective educational intervention to optimize the quality of surgical residency training. 





Effect of Tiered Entrustment and Electronic Portfolios Based on Core EPAs in Undergraduate Obstetrics and Gynecology Internship Teaching

Zhang Wenjuan, Su Chang, Wang Yanyan

2026, 12(4):  517-524.  doi:10.3969/j.issn.2096-045X.2026.04.013

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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.

Application of modified BOPPPS teaching model combined with case simulation teaching in crisis management training of anesthesia 

Luo Xin, Li Li, An Lixin

2026, 12(4):  525-531.  doi:10.3969/j.issn.2096-045X.2026.04.014

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Objective To evaluate the application of  modified BOPPPS teaching model combined with case simulation teaching for postgraduates of anesthesiology professional degree in crisis management training of anesthesia. Methods This study adopted a retrospective controlled design. Postgraduate students pursuing a professional master's degree in anesthesiology at Beijing Friendship Hospital, Capital Medical University, who enrolled from September 2022 to September 2024, were selected as study subjects. According to the training approach, they were divided into a modified BOPPPS teaching group ((experimental group, n=32) and a traditional teaching group (control group, n=33). The teaching outcomes and knowledge acquisition were compared between the two groups. Results The differences between pre-class and post-class scores in the experimental group were statistically significant (P<0.05). After adjustment for pre-class scores, the post-class scores of the sleep apnea course and septic shock course in the experimental group were significantly higher than those in the control group (F=31.106; F=32.803). The end-of-year examination scores and operational performance scores of students in the experimental group were both higher than those in the control group (t=14.550; z=−5.057). In addition, the evaluations of learning interest improvement, problem-solving ability, and student satisfaction in the experimental group were significantly higher than those in the control group, and the differences were statistically significant (P<0.05). Conclusion Compared with the traditional teaching model, the modified BOPPPS teaching model combined with case simulation teaching can effectively improve pre-class quizzes, post-class quizzes, outcomes of end-of-year exam and operation scores. Moreover, it is more likely to stimulate students' learning interest and is worthy of promotion in clinical anesthesiology training.

Cross-sectional survey and analysis of influencing factors of self-assessed scientific research ability among medical imaging postgraduates

Li Jing, Chen Lifen, Li Ruili, Zhang Miao, Lu Jie

2026, 12(4):  532-538.  doi:10.3969/j.issn.2096-045X.2026.04.015

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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.

Analysis and countermeasures research on the employment situation of medical graduates: A case study of Beijing University of Chinese Medicine

Sun Liuyangzi , Xu Jing, Lin Tingxiu

2026, 12(4):  539-547.  doi:10.3969/j.issn.2096-045X.2026.04.016

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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.

A self-controlled before-and-after study on the effectiveness of online journal clubs in improving research ability of medical postgraduates

Zhao Lifang, Cai Yanning

2026, 12(4):  548-553.  doi:10.3969/j.issn.2096-045X.2026.04.017

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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.

Analysis of satisfaction with continuing medical education programs and its influencing factors—Taking Beijing Haidian Hospital as an example 

Gao Yang

2026, 12(4):  554-560.  doi:10.3969/j.issn.2096-045X.2026.04.018

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Objective To investigate the current status of satisfaction with continuing medical education (CME) programs at a tertiary hospital in Beijing, and to explore the influencing factors and their underlying mechanisms. Methods An online survey was conducted using a self-designed satisfaction questionnaire among 2,728 CME participants. A total of 2,586 valid questionnaires were returned, with a valid response rate of 94.79%. Data analysis was performed using descriptive statistics, Mann-Whitney U test, Kruskal-Wallis H test, Cronbach's α reliability analysis, and ordinal logistic regression analysis. Since the satisfaction data showed significant negative skewness, both mean ± standard deviation and median (interquartile range) were reported in descriptive statistics, and non-parametric tests were used for between-group comparisons. Results The overall satisfaction score was 4.94 ± 0.25, indicating a relatively high level. Female participants reported higher satisfaction than males (P<0.001). Additionally, program level (district-level > municipal-level), position type (nursing > medical), professional title (junior > senior), and educational level (lower education > higher education) were all independent influencing factors of satisfaction (all P < 0.05). Conclusion CME satisfaction is generally high but varies across subgroups. It is recommended to implement demand-oriented top-level design, promote a stratified and categorized curriculum system, establish a data-driven feedback and optimization mechanism, and deepen the lifelong learning culture and social impact.




Construction of a quality evaluation index system for the integration of industry and education in occupational health and occupational medicine practical teaching

Shen Jinping, Zhang Liwen, Xu Bei, Bai Yuxuan, Xu Yaxuan, Gao Na, Yang Qiaoyun, Li Chen, Zhang Qiang, Tang Naijun

2026, 12(4):  561-570.  doi:10.3969/j.issn.2096-045X.2026.04.019

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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.