Chinese Journal of Medical Education

Research on the development of the directory of Chinese higher education institutions (medicine)

Yu Chen, Liu Yufeng, Li Xinrong, Jin Yue, Xie Ana, Wang Weimin

2026, 46 (3): 161-166. DOI: 10.3760/cma.j.cn115259-20250902-01044

Abstract ( 38 )

PDF (808KB) ( 19 )

To timely grasp the status of medical higher education institutions in China, the National Center for Medical Education Development established the Directory of Higher Education Institutions in China (Medicine) in June 2020 based on literature research, clarifying its inclusion scope, criteria, data sources and update procedures. As of June 2025, among 506 higher education institutions offering medical majors in China, 240 (47.4%) are in Eastern China, 144 (28.5%) in Central China and 122 (24.1%) in Western China; 439 (86.8%) are public undergraduate universities and 67 (13.2%) non-public ones; 112 (22.1%) are medical colleges and 394 (77.9%) other types; 76 (15.0%) are under the Ministry of Education and other central ministries, and 430 (85.0%) under local education authorities. In terms of majors, 326 (64.4%) offer pharmacy, 305 (60.3%) nursing and 296 (58.5%) Medical Technology, ranking the highest. Besides, 242 (47.8%) have a master's degree and doctoral degree authorization. China's medical higher education institutions feature an ″east-strong-west-weak″ geographical distribution, with public undergraduate universities as the main body, diversified institutional types, local education authorities as the main competent departments, application-oriented major layout and a high proportion of postgraduate degree authorization. The catalogue clearly presents their distribution characteristics, providing data support for policy formulation, institutional positioning and talent matching.

References | Related Articles | Metrics

Current status of scholarship of teaching and learning among medical faculty in Chinese universities in the context of new medical sciences

Miao Kaixin, Zhang Jing, Hu Jing, Wu Huanyu, Zhu Min, Huang Ruiyan

2026, 46 (3): 167-173. DOI: 10.3760/cma.j.cn115259-20250729-00844

Abstract ( 45 )

PDF (859KB) ( 33 )

Objective To construct a four-dimensional model of scholarship of teaching and learning among medical college teachers, analyze its current status and differences among teachers with different characteristics, and provide an empirical basis for improving teachers' scholarship of teaching and learning in the context of new medical sciences. Methods From March to April 2025, a questionnaire survey was conducted among 1 017 medical teachers from 12 universities nationwide. The questionnaire was designed based on the four-dimensional model of ″conceptual awareness—knowledge construction—outcomes and effectiveness—reflection″, and statistical analysis was performed using independent samples t-test, one-way analysis of variance, and correlation analysis. Results There were significantly positive correlations among all dimensions of teachers' scholarship of teaching and learning, with the strongest correlation between knowledge construction and reflection (r=0.59, P<0.001). Significant differences in competence were observed among teachers with different characteristics: female teachers scored higher than male teachers in the reflection dimension (P=0.016); the scores of teachers in the outcomes and effectiveness dimension showed a gradually increasing trend with the growth of age, teaching experience, and promotion of professional titles (all P<0.001); teachers with administrative positions performed better than those without in all dimensions (all P<0.05); full-time teachers scored significantly higher than clinical teaching teachers in the outcomes and effectiveness and reflection dimensions (both P<0.001). Conclusions The scholarship of teaching and learning of medical college teachers presents characteristics of multi-dimensional collaborative development, and individual characteristics, job attributes, and post functions have significant impacts on competence development. It is suggested to implement stratified and classified training strategies and optimize evaluation and incentive mechanisms to promote the high-quality development of medical education.

References | Related Articles | Metrics

The impact of the young teachers' basic teaching skills competition on the long-term teaching development of medical teachers incolleges and universities

Yi Hui, Dong Huihua, Zhu Shumei, Liang Baosheng, Zhao Yixin, Wang Shengfeng

2026, 46 (3): 174-180. DOI: 10.3760/cma.j.cn115259-20250730-00863

Abstract ( 33 )

PDF (867KB) ( 28 )

Objective This study aims to explore the impact of the young teachers' basic teaching skills competition (referred to as the young teachers' competition) on the long-term teaching development of medical teachers in colleges and universities. Methods Based on the registration data of 803 participating teachers in the young teachers' competition of Peking University Health Science Center from 2000 to 2024, a questionnaire survey was conducted among these teachers from March to July 2025. Meanwhile, follow-up data regarding the teaching research projects and award records of the participating teachers were collected from the university's administrative departments. For multivariate analysis, general linear regression was adopted for continuous variables and logistic regression for binary variables to control confounding factors. The adjusted variables included the age at participation, gender, and whether the teachers were engaged in frontline clinical work. Results A total of 803 teachers were included, among whom 651 participated only in the university-level competition (the university-level group) and 152 participated in the Beijing municipal competition (the municipal-level group). In terms of short-term gains, the more time invested, the higher the level of awards obtained (an additional month of preparation was associated with a 0.3 point increase in the award grade), along with a higher proportion of winning individual awards. The association with participation in the university-level competition stage remains statistically significant in the multivariate analysis (all P<0.001). In terms of long-term gains, compared with the university-level group, the municipal-level group had more teaching research projects, more teaching-related awards, and a higher proportion of teachers who recognized the competition's role in promoting teaching work and skills. Specifically, the average number of teaching projects was (0.54±0.07) vs. (0.30±0.03); the average number of teaching-related awards was (2.14±0.20) vs. (1.15±0.10).All these differences remained statistically significant in the multivariate analysis (all P<0.001); the proportion of teachers who believed the competition helped improve teaching ability was 96.7% (116/120) vs. 83.0% (264/318); and the proportion of teachers who thought it helped optimize curriculum design was 95.8% (115/120) vs. 84.9% (270/318). Meanwhile, a longer investment of time was associated with more teaching research projects, more teaching-related awards, and a higher proportion of teachers acknowledging the benefits to their teaching work and skills. Teachers who invested ≤1 month, 2 months, and ≥3 months had the following respective outcomes: average number of teaching projects (0.25±0.08), (0.25±0.07), and (0.58±0.09); average number of teaching-related awards (1.23±0.20), (1.14±0.19), and (1.90±0.24), all these differences were not statistically significant in the multivariate analysis. (P=0.991 and 0.469); proportion of teachers who believed it improved teaching ability 80.5% (128/159), 88.1% (148/168), and 93.7% (104/111); and proportion of teachers who thought it optimized curriculum design 82.4% (131/159), 88.7% (149/168), and 94.6% (105/111). In addition, young teachers not engaged in frontline clinical work had significantly more teaching research projects and teaching-related awards than those working in frontline clinical settings: (0.60±0.06) vs. (0.21±0.04) for teaching projects, and (2.30±0.16) vs. (0.95±0.10) for teaching-related awards, all differences were statistically significant (all P<0.001). Conclusions The young teachers' competition has both short-term and long-term promoting effects on the teaching development of young teachers. Teachers who participated in the Beijing municipal-level competition obtained greater long-term objective and subjective benefits related to teaching. A longer time investment was associated with higher award levels and more awards, as well as greater long-term objective and subjective benefits in teaching. Young teachers working in clinical frontline achieved significantly fewer teaching projects and teaching-related awards compared with those not in frontline positions. It is suggested that young teachers take the competition as a way to make progress and facilitate their own teaching development, but attention should be paid to the subsequent teaching transformation of young teachers working in the clinical frontline.

References | Related Articles | Metrics

The influence of risk situations of doctor-patient disputes and professional identity on rural-oriented tuition-waived medical student's willingness for grassroots service

Liu Yiyang, Shu Yanping, Huang Shihua

2026, 46 (3): 181-186. DOI: 10.3760/cma.j.cn115259-20240528-00536

Abstract ( 13 )

PDF (822KB) ( 8 )

Objective To explore the influence of risk situations of doctor-patient dispute and professional identity on the willingness for grassroots service of rural-oriented tuition-waived medical students in a medical college in Guangzhou, so as to inform the cultivation of rural-oriented tuition-waived medical students. Methods This study was conducted experimental control method and questionnaire survey method. A total of 200 rural-oriented tuition-waived medical students majoring in five-year clinical medicine enrolled in 2020 were selected as research participants from a medical college in Guangzhou in May 2021 through cluster sampling, and 2×2 between-subject design was conducted, in which the situation (risk situations of doctor-patient dispute vs. neutral situations) and the level of professional identity (high vs. low) were the independent variables, and willingness for grassroots service was the dependent variable. Analysis of variance, t test and simple effect analysis were used for statistical analysis. Results A total of 193 rural-oriented tuition-waived medical students participated in this study. (1) The main effect of the situation was significant (η²=0.074,P=0.029). In the doctor-patient dispute risk situation, the willingness of rural-oriented tuition-waived medical students to serve at the primary level (6.37±1.63) was significantly lower than that in the neutral situation (7.62±2.14); (2) The main effect of professional identity was significant (η²=0.396,P<0.001). The intention of primary service of rural-oriented tuition-waived medical students with high professional identity (8.19±1.63) was significantly higher than that of rural-oriented tuition-waived medical students with low professional identity (5.67±1.54); (3) Doctor-patient dispute risk situation and occupational identity have a significant interactive effect on the willingness for grassroots service of rural-oriented tuition-waived medical students (η²=0.133,P<0.001). Among those with high professional identity significantly, the willingness for grassroots service decreased when the doctor-patient dispute risk situation was presented [(8.91±1.24) vs. (7.00±1.49), P<0.001], while no significant change was observed for those with low professional identity [(5.50±1.51) vs. (5.81±1.60), P=0.588]. Conclusions Rural-oriented tuition-waived medical students with high-level professional identity show a higher willingness for grassroots service, but it is easily affected by the risk of doctor-patient disputes. It is suggested that medical universities and colleges improve the willingness to serve at the grassroots by improving professional identity and guide rural-oriented tuition-waived medical students to analyze and look upon occupational risks rationally.

References | Related Articles | Metrics

The development and validation of the empathy response scale for medicine students

Zhou Shiqi, Ye Gengchen, Wang Yipu, Jin Xinru, Shen Linxin, Niu Xuan

2026, 46 (3): 187-192. DOI: 10.3760/cma.j.cn115259-20240903-00920

Abstract ( 16 )

PDF (843KB) ( 10 )

Objective To develop and validate a scale for assessing the level of empathy responses in medical students. Methods From August 2021 to June 2023, a literature review and semi-structured interviews were conducted to construct the core dimensions and initial item pool for measuring empathy responses in medical students. Expert consultation was used to finalize the scale. In August 2023, a convenience sampling method was applied to select 396 students from 11 medical disciplines across 7 universities in Shaanxi Province for an online survey. The reliability and validity of the scale were tested using Cronbach's alpha coefficient and factor analysis. Results The scale consists of four dimensions—emotional, cognitive, behavioral, and cultural—comprising 18 items. The content validity index for individual items ranged from 0.63 to 1.00, while the scale's content validity index was 0.89. All items met the inclusion criteria. A total of 322 valid questionnaires were selected, resulting in a valid response rate of 81.3%. Statistical analysis revealed that the total score for the scale was 126, with a mean score of (102.73±14.07) for the medical students. The Cronbach's alpha for the entire scale was 0.939, with individual dimensions scoring 0.770, 0.906, 0.824, and 0.781, respectively. The composite reliability (CR) values for the four dimensions were 0.765, 0.905, 0.829, and 0.782. Factor analysis identified four common factors that explained 67.3% of the total variance, with correlations between dimensions ranging from 0.631 to 0.801. Item loadings ranged from 0.516 to 0.861. The model fit indices were RMSEA = 0.086, RMR = 0.064, and CFI = 0.908, with other fit indices close to 0.900. Conclusions The empathy response scale for medical students was developed and validated. The scale demonstrates comprehensive accuracy with good reliability and validity, making it suitable for evaluating empathy responses in medical students.

References | Related Articles | Metrics

Application of full-scale simulation training in the teaching of arthroscopic skills for sports medicine surgeons

Yang Yiqi, Li Songyan, Du Guangyuan, Lu Jianing, Fan Zijuan, Wang Bin

2026, 46 (3): 193-198. DOI: 10.3760/cma.j.cn115259-20240708-00714

Abstract ( 19 )

PDF (840KB) ( 10 )

Objective To explore the application effect of full-scale simulation training in arthroscopic skill training for sports medicine physicians and explore a new teaching model for arthroscopy. Methods Based on Dewey's ″learning by doing″ educational principle and Jeffries' simulation theoretical framework, a full-scale simulation training method was introduced into a modular arthroscopic operation training course. A total of 12 sports medicine fellowship trainees undergoing sports medicine training at the First Affiliated Hospital of Zhejiang University School of Medicine from January to April 2024. Training effectiveness was evaluated through modular scoring assessments and questionnaires. Data were analyzed using t-tests to examine the improvement effect of full-scale simulation training on the operation scores of the specialized training physicians. Results After full-scale simulation training, the specialized training physicians' scores were as follows: arthroscopic control stability (14.50±2.71), accuracy in exploring anatomical structures within the joint cavity (14.75±3.27), accuracy in removing intra-articular loose bodies (15.50±2.84), accuracy in subacromial decompression (14.50±2.43), and operational fluency (15.08±2.53). All specialized training physicians (12/12) considered the objectives of the full-scale arthroscopic simulation training course clear and reasonable, and found the course content clinically relevant, enlightening, and practical. Conclusions The full-scale simulation training method improves the effectiveness of arthroscopic skill instruction, with high trainee satisfaction among specialized training physicians, and is worthy of adoption and broader implementation.

References | Related Articles | Metrics

A study on the influencing factors of the use of generative artificial intelligence by clinical medicine students

Chen Lihua, Liu Shuo, Xin Siyan, Wang Yu, Wu Hongbin

2026, 46 (3): 199-205. DOI: 10.3760/cma.j.cn115259-20250506-00503

Abstract ( 36 )

PDF (878KB) ( 19 )

Objective To explore the factors influencing the use of generative artificial intelligence (GenAI) among clinical medical students (Hereinafter referred to as medical students). Methods In 2024, the China medical student survey (CMSS) was used to investigate the use of GenAI among medical students. Descriptive statistics, chi-square tests, and logistic regression analysis were employed to examine the impact of personal, family, and institutional factors. Results Among the 81 892 medical students surveyed, 34 715 (42.4%) medical students reported using GenAI (ChatGPT, Ernie Bot, etc.) at least once a week. In terms of individual factors, male medical students had a significantly higher GenAI usage rate than females (OR=1.561, P<0.001); Second-year medical students demonstrated higher GenAI usage rate compared to their third-, fourth-, and fifth-year counterparts (OR=0.643, 0.406, and 0.423 respectively, all P<0.001; only child medical students showed a lower GenAI usage rate than their non-only child peers (OR=0.947, P=0.001). Regarding familial factors, medical students whose parents are engaged in medical-related professions show a higher GenAI usage rate than those whose parents are not (OR=1.074, P<0.001); medical students from households with an annual income exceeding 150 000 RMB show a higher GenAI usage rate than those from households with an annual income 150 000 RMB or less (OR=1.155, P<0.001); medical students from urban households exhibit a higher GenAI usage rate than those from rural households (OR=1.058, P=0.001). Regarding institutional factors, medical students from “Double First-Class”universities (DFC, a Chinese government initiative to build world-class universities and disciplines) demonstrated a higher GenAI usage rate than those from non-DFC universities (OR=1.194, P<0.001); medical students in universitial located in western China showed a significantily higher GenAI usage rate compared to those in universities in eastern China (OR=1.071, P<0.001), where is those in central China showed a significantily lower GenAI usage rate (OR=0.905,P<0.001); medical students from universities that offer AI courses show a significantly higher GenAI usage rate than those from universities without AI courses (OR=2.065, P<0.001). Conclusions The results of this study demonstrate that factors associated with a high usage rate of Generative AI (GenAI) among medical students include, but are not limited to, male gender, second-year standing, urban household background, an annual household income exceeding 150 000 RMB, enrollment in a Double First-Class university, and institutional offering of AI-related courses.Medical schools should consider integrating GenAI-focused medical courses to enhance medical students' adoption of these tools.

References | Related Articles | Metrics

Research on the reform of a competency-based education and assessment system of clinical internship in pediatrics

Bai Wei, Sang Tian, Liu Lili, Yu Guo, Qi Jianguang

2026, 46 (3): 206-211. DOI: 10.3760/cma.j.cn115259-20250404-00374

Abstract ( 24 )

PDF (842KB) ( 10 )

To enhance the efficacy and quality of clinical internships and ensure a seamless transition into competency-based residency training, a reform in the pediatric internship program was designed and implemented. This program aimed to systematically improve the comprehensive competencies of medical students during their pediatric rotations. The redesigned curriculum is grounded in the principles of competency-based medical education (CBME), with explicit learning objectives targeting the development of six core competencies: professionalism, medical knowledge, patient care, communication and collaboration, teaching capability, and practice-based learning. The program is characterized by its clinical practice-centered approach, augmented by diverse pedagogical methods, and a robust assessment system combining formative and summative assessments. A study was conducted involving 62 eighth-year medical students undertaking their pediatric internship at Peking University First Hospital in 2023. Multiple data collection methods, including end-of-rotation examinations, structured questionnaires, and semi-structured interviews, were employed to evaluate the impact of the reformed program. Post-reform assessment results demonstrated a marked improvement in overall internship performance, with 79.0% of students achieving a final score above 85. Furthermore, 93.2% (40/43) of participants expressed satisfaction with the new teaching and assessment system, reporting significant enhancements in clinical reasoning, patient communication, theoretical knowledge, professionalism, and self-directed learning. The most highly valued components were teaching modalities embedded in routine clinical practice and formative assessment methods. Specifically, daily patient management and SOAP (subjective, objective, assessment, plan) case presentations were perceived as the most beneficial for competency development. In conclusion, the reform and implementation of this competency-based curriculum and evaluation system represent a successful endeavor in strengthening the holistic development of medical students during their clinical internships. This model effectively fosters clinical skills and comprehensive competencies in pediatric education and facilitates articulation with subsequent competency-based residency training, thereby offering a valuable reference for internship reform in medical schools across China.

References | Related Articles | Metrics

Development and implementation of the preoperative video preview teaching method in gynecology internship

Huang Jinling, Zhao Yuzi, Wang Jing, Zhou Yun, Wang Liyan, Li Wei, Wu Debin, Xia Liangbin

2026, 46 (3): 212-217. DOI: 10.3760/cma.j.cn115259-20240715-00737

Abstract ( 21 )

PDF (841KB) ( 14 )

Training of surgical techniques is a crucial component of the gynecology internship,but as a surgical discipline, gynecology faces certain difficulties and problems in internship teaching. Based on the knowledge structure of medical undergraduates and the clinical rotation characteristics, we developed a Preoperative Video Preview Teaching Method for the Gynecology internship.Based on this foundation, from June 2023 to June 2024, this educational approach was implemented with 82 students from the Class of 2019 (enrolled in the five-year clinical medicine program, the ″5+3″ integrated clinical medicine program, and the eight-year clinical medicine program) during their gynecology internship at the Department of Gynecology, Renmin Hospital of Wuhan University. Upon completion of rotation, teaching effectiveness was evaluated via a self-developed questionnaire, and group interviews were conducted to gather feedback for improvements. Results from the 76 respondents showed that: 70 students (92.1%) reported an enhanced understanding of anatomical structures, 67 students (88.2%) indicated an improved comprehension of the gynecological surgical process, and 58 students (76.3%) believed their knowledge of minimally invasive procedures increased. In addition, 52 students (68.4%) felt their interest in the gynecology clerkship was motivated, and 44 students (57.9%) expressed an increased interest in pursuing a career in gynecology. Regarding the teaching methodology itself, a large majority of students (>80% for all items) agreed that the approach was well-designed, practical, and that the content was clear and easy to understand. Furthermore, 51 students (67.1%) rated the overall teaching effectiveness as excellent. In conclusion, the preoperative video preview model effectively enhances students' interest in learning gynecological operations and their overall internship engagement, receiving high satisfaction ratings from participants.

References | Related Articles | Metrics

Exploration of reform design for the master's program in rehabilitation therapy

Qian Liguo, Wang Hui, Li Tao, Wang Cui, Liu Yijun, Yang Yanyan

2026, 46 (3): 218-223. DOI: 10.3760/cma.j.cn115259-20250712-00778

Abstract ( 12 )

PDF (817KB) ( 11 )

Objective To explore reform measures for the cultivation plan of the master's program in rehabilitation therapy with occupational therapy track at Peking University Health Science Center (PKUHSC), focusing on program duration, degree type, curriculum, clinical training, and teaching methods, aiming to enhance the program's teaching quality and provide practical guidance for cultivating high-level rehabilitation therapy professionals in China. Methods The Delphi method was employed from March to April, 2025 to conduct two rounds of questionnaire consultations among 21 experts in rehabilitation therapy education across 7 provinces and municipalities. Through statistical analysis of the coordination and concentration degrees of expert opinions, specific reform recommendations were refined. Results The response rates for the two rounds of expert consultation were 100.0% and 95.2%, respectively, with expert authority coefficients of 0.87 and 0.92. Kendall's coefficient of concordance (W) values were 0.128 and 0.155 (all P<0.001). A total of 38 expert opinions were collected, leading to the formulation of 30 specific reform measures across 6 domains, including program's enrollment, duration and degree type, curriculum outline, clinical practice education, teaching methods, and teaching resource support. Conclusions The reform measures for the master's program in rehabilitation therapy with occupational therapy track encompass the localization of course content, diversification of clinical education, student-centered teaching methods and bilingual training, adjustments to program duration and specialization track, and enhancement of teaching resources, which demonstrate scientific validity and reliability, offering a basis for optimizing PKUHSC's rehabilitation therapy master's program and providing a reference for advancing high-level rehabilitation therapy education in China.

References | Related Articles | Metrics

Application of a modified three-dimensional milestones evaluation system in cultivating core competencies among pediatric residents

Chen Wenjuan, Cao Qing, Zhang Jing, Wang Ying, Dong Lu, Li Pingping, Wang Cuijin, Bu Jun

2026, 46 (3): 224-229. DOI: 10.3760/cma.j.cn115259-20250409-00396

Abstract ( 23 )

PDF (847KB) ( 11 )

Objective To analyze the application effect of a competency-oriented modified three-dimensional Milestones evaluation system in tracking the development of clinical core competencies among pediatric residency trainees. Methods A prospective cohort study was conducted from October 2021 to October 2024. Based on the ACGME Milestones framework, a modified ″Pediatric Resident Competency Assessment Scale″ tailored to pediatric clinical practice was developed. Seventy-eight trainees who underwent standardized residency training at the Pediatric Specialty Base of Shanghai Children's Medical Center, Shanghai Jiao Tong University School of Medicine from 2020 to 2022 were consecutively enrolled. During the second and third years of training, while completing the annual assessment (teacher evaluation), trainees also performed self-evaluations using the milestones assessment form (trainee self-evaluation), establishing a three-dimensional evaluation framework integrating teacher evaluation, trainee self-evaluation, and system tracking to assess the clinical core competencies of the trainees. Paired t-tests and independent samples t-tests were used for within-group longitudinal comparisons and between-group comparisons, respectively. Pearson linear correlation analysis was employed to assess correlations between variables. Results Both teacher evaluation scores and trainee self-evaluation scores in the third year were significantly higher than those in the second year [(433.60 ± 25.59) vs. (393.08 ± 48.37), (63.11 ± 13.63) vs. (54.39 ± 12.16), all P < 0.001]. There were no statistically significant differences in teacher evaluation scores or trainee self-evaluation scores between independent residency trainees and clinical medicine master's degree residents in either the second or third year [Year 2: (393.36 ± 49.68) vs. (387.37 ± 53.97), (58.85 ± 12.17) vs. (59.96 ± 12.55); Year 3: (431.77 ± 28.39) vs. (437.26 ± 23.20), (62.79 ± 14.64) vs. (62.41 ± 13.69); all P > 0.05]. The correlation between total teacher evaluation scores and total trainee self-evaluation scores was negative in the second year (r=-0.26, P =0.003) but positive in the third year (r = 0.24, P = 0.039). Conclusions The modified three-dimensional milestones evaluation system can effectively track the developmental trajectory of clinical core competencies in pediatric residency trainees. The core competencies of trainees increase in a stepwise manner with additional years of training, and competencies among trainees with different backgrounds tend to converge in the mid-to-late stages of training. The mutual verification and integration of relatively objective teacher evaluations and subjective trainee self-evaluations contribute to a comprehensive and systematic assessment of residents' clinical core competencies.

References | Related Articles | Metrics

Construction of entrustable professional activities index for new nurses

Cheng Haidan, Zhang Meng, Tian Junye, Lu Qian, Qi Xin, Wang Cheng

2026, 46 (3): 230-235. DOI: 10.3760/cma.j.cn115259-20240716-00748

Abstract ( 10 )

PDF (844KB) ( 4 )

Objective To construct entrustable professional activity (EPA) indicators for new nurses. Methods From June 2023 to March 2024, preliminary indicators were developed through literature review, focus group interview, and group discussion. Two rounds of Delphi consultations were conducted with 20 experts, followed by an expert panel meeting to finalize the EPA indicators for new nurses. Results Twelve EPA indicators were established, and the expected entrustment levels at different training stages were defined. The experts' response rate was 100%. The authority coefficients were 0.830 and 0.821, and the coordination coefficients for the two rounds of expert consultation were 0.523 and 0.141, respectively (all P<0.001). Conclusions The constructed EPA indicators for new nurses are reliable, scientific, and comprehensive, providing a reference for optimizing their clinical training and assessment.

References | Related Articles | Metrics

Practice and implications of the impact capstone course at the University of Michigan Medical School

Li Yaping, Zhang Nini, Liu Yuan, Ouyang Yang, Zhang Ke, Zeng Yi, Li Ji

2026, 46 (3): 236-234. DOI: 10.3760/cma.j.cn115259-20250103-00006

Abstract ( 8 )

PDF (793KB) ( 2 )

The Capstone for Impact is a curriculum reform initiative at the University of Michigan Medical School aimed at enhancing the quality of talent cultivation. To understand the practice characteristics of the course, this study systematically reviewed the course through a combination of field visits and document analysis. The course is designed to cultivate future medical leaders capable of driving transformative changes in healthcare. Spanning all four years of medical student training, it incorporates multi-themed practical projects, diverse practice pathways, comprehensive faculty guidance, dedicated funding support, strict timeline and process management, and an interdisciplinary collaboration platform. These measures effectively enhance medical students' critical thinking, problem-solving, communication, collaboration, and leadership skills. Drawing on this successful experience, it is suggested that China establish relevant practical projects and a full-process, progressive management mechanism. These efforts would encourage medical students to engage in collaboration and apply their knowledge to solving real-world problems, thereby promoting the quality of medical talent cultivation.

References | Related Articles | Metrics

Current Issue