Objective To analyze the expenditure of undergraduate teaching funds in China's medical universities. The aim is to provide a basis for the management of undergraduate teaching funds in medical schools. Methods Textual data analysis was conducted, the data from the Undergraduate Teaching Quality Reports published by 56 Chinese medical universities between the academic years of 2019 and 2022. A descriptive statistical analysis and nonparametric rank-sum test were applied for the purpose of comparing the scale and structure of undergraduate teaching expenditure across a range of different regions, institutional affiliations, and university tiers. Results From 2019 to 2022 academic year, the total undergraduate teaching expenditure across the 56 medical institutions increased from 5.888 billion yuan to 6.402 billion yuan. However, per-student expenditure decline from 16.8 thousand yuan to 15.5 thousand yuan. In terms of expenditure structure, it is evident that in the 2021-2022 academic year, the per-student routine teaching operational expenditures amounted to 6.4 thousand yuan, while the per-student specialized undergraduate teaching funding reached 7.4 thousand yuan. The per capita expenditure in the 2021-2022 academic year, in descending order of regions, was 21.4 (15.9) thousand yuan in the eastern region, 11.4 (8.1) thousand yuan in the western region, 9.4 (7.0) thousand yuan in the central region, and 5.4 (2.9) thousand yuan in the northeast region, with statistical differences (P<0.05). The per capita expenditure of ″Double First-Class″ universities was 33.2 (15.3) thousand yuan, which was higher than that of non-″Double First-Class″ universities of 11.6 (10.0) thousand yuan, with statistical differences (P<0.05). Conclusions Despite an overall increase in undergraduate teaching funding for medical institutions in China, per-student expenditure has decreased. The expenditure structure remains highly concentrated in routine teaching operations and special-purpose funds, with per-student funding exhibiting regional and institutional disparities.

To construct a student-centered talent cultivation model for medical education, systematic reforms in medical education have been carried out at Huazhong University of Science and Technology for over two decades. This paper analyzes and elaborates on the reform philosophy, practical implementation, and outcomes achieved.Guided by student-centered principles, reform and development have been implemented across five key elements: curriculum system, faculty development, teaching methodologies, assessment methods, and teaching environmentThese elements are mutually interconnected, and through their continuous advancement, the talent cultivation model has been progressively refined, yielding progressive achievements. It is hoped that this model can provide a valuable reference for medical education reform at other institutions in China.

Objective To design and implement an interprofessional education practice in clinical nurse-physician collaboration and explore the experiences of the nursing and physician faculty involved. Methods A qualitative research approach was used. From March to November 2023, one-on-one, semi-structured interviews were conducted with 13 nursing and physician faculty involved in an interprofessional education practice at the First Affiliated Hospital of Kunming Medical University. Thematic content analysis was then applied to summarize and extract key themes from the data. Results Three primary themes emerged from the interview results: a mismatch between faculty initiative and competency, divergent views on the optimal timing for practice, and insufficient standardization and support in program management. Conclusions It is essential to enhance physician and nurse educators' learning of teaching strategies and their qualities such as educational leadership and integration capabilities. This should be combined with a comprehensive approach that integrates interprofessional education practices across multiple stages through institutional collaboration, aligning them with phased teaching objectives. Management should effectively strengthen teaching supervision and curriculum standardization, regulate practices through institutional policies, and promote implementation with incentive mechanisms. Ultimately, interprofessional education should be developed as an effective pathway for cultivating interdisciplinary talent.

Peking University Health Science Center implemented the curriculum integration for its basic medical sciences program in 2020. In order to evaluate the teaching effect of the integrated curriculum and inform further improvement of the curriculum, 100 students of grade 2020 majoring in basic medicine in Peking University Health Science Center were enrolled in this study. A self-designed questionnaire was administered to survey on the integrated urology course. The teaching effectiveness of the integrated urology course was evaluated by analyzing the survey results and students' examination performance. The pass rate of students was 99.0%(99/100).Among 95 students who participated in the survey, 82(86.3%) students were generally satisfied with the course, 94(98.9%) students thought that the content structure of the course were clear and the learning objectives were be well-defined , and 48(50.5%) students considered that the learning burden of the course was moderate; 75(78.9 %) students thought that the pathology of glomerular and renal interstitial diseases was difficult, and 51(53.7%) students suggested that the class hours of this content should be increased. There were 91(95.8%) students who believed that the clinical lectures enhanced their understanding of clinical knowledge, broadened their horizons, and improved their learning interest. In conclusions, the integrated course of urology system is reasonably designed and has achieved its integration goal and desired effectiveness. However, students' workload is slightly heavy, and the arrangement of some teaching contents still needs to be further optimized in combination with new teaching methods.

Quantitative bias analysis can accurately estimate the magnitude and direction of potential biases, thereby helping researchers assess the robustness of findings against potential biases. To enhance students' professional competencies, the School of Public Health in Fudan University has developed a course on epidemiological bias analysis techniques since 2013 to master's and doctoral students in medical-related disciplines. The curriculum integrates theoretical lectures, case studies, and computer-based operations to combine theoretical knowledge with practical application. Analysis of 75 student presentations and take-home exams from 2020 to 2024 indicated that most students could accurately identify bias types, construct causal diagrams, and appropriately apply quantitative bias analysis methods. Examination performance was strongly associated with students' backgrounds in epidemiology and biostatistics. Results from an anonymous online teaching evaluation survey conducted in 2024 (26 valid responses) indicated overall satisfaction score of 9.0±1.3, self-rated theoretical mastery score of 8.3±1.4, self-rated technical application score of 7.8±1.7, and 10 students (38.4%) reported plans to incorporate bias analysis into their research projects or theses. This course has demonstrated positive outcomes in improving students' abilities in bias analysis, though practical application skills warrant further strengthening. Future course development will increase practical exercises and refine course content to continuously improve teaching quality.

Cultivating and enhancing integrative cognitive competence has long been a key focus and challenge in the training of dental generalists. However, the traditional discipline-specific teaching model in stomatology is increasingly falling short of meeting the educational demands for cultivating dental generalists. Dental trauma education, characterized by their involvement of multiple sub-disciplines, have emerged as effective approaches for training integrative cognitive competence in general dentistry. The study conducted the ″Dental Trauma+″ serial courses for 39 residents who participated in the standardized training of dental general practice in the Department of Stomatology, Beijing Friendship Hospital, Capital Medical University from January 2023 to December 2023, including theoretical teaching of dental trauma (1 lecture per week, 3 lectures in total) and case lectures with the theme of ″Dental Trauma+″ (1 lecture per week, 10 lectures in total). The residents' cognitive level of dental trauma diagnosis and treatment ability before and after the training was compared through theoretical test, cases analysis test and questionnaires, and statistical analysis was performed to evaluate the role of the ″Dental Trauma+″ serial courses in improving the integrative cognitive competence of the residents. The independent sample t test and Fisher's exact test were used to statistically analyze the assessment results. After the courses,a total of 33 residents participated in the examination and questionnaire survey. The residents' dental trauma cognitive level scores were significantly increased from (66.41±13.42) points to (80.50±12.24) points (P<0.001). The diagnostic accuracy of dental trauma cases increased from 64.1%(25/39) to 100.0%(33/33), and the difference was statistically significant (Fisher's exact test, P<0.001), and 90.9%(30/33) of the residents believed that these ″Dental Trauma+″ serial courses were very helpful in improving their dental trauma diagnosis and treatment ability and integrative cognitive competence of dental general practice. The ″Dental Trauma+″ serial courses integrate the teaching contents of multiple sub-specialties of stomatology to improve residents' clinical reasoning ability when facing complex conditions, resulting in a positive significance for improving the integrative cognitive competence of dental generalists.

Objective To evaluate the effectiveness of role-play teaching in cultivating medical students' empathy and shared decision-making competence in orthodontic case-based teaching. Methods From February to August 2023, 88 fourth-year undergraduate students in five-year and eight-year programs of stomatology at Peking University School of Stomatology were recruited as research participants. Using simple randomization, they were assigned to an experimental group and a control group, with 44 students in each group. The students in the experimental group were taught using role-play-based case teaching, while the students in the control group were taught using traditional case-based discussion. A self-developed questionnaire was administered before and after teaching to assess four dimensions: empathic skills, empathy attitude, shared decision-making attitude, and preference for physician authority in decision making. Data were analyzed using t tests and chi-square tests. Results After the intervention, students in the experimental group scored better than those in the control group in both empathy and shared decision-making competence. Specifically, they had higher scores for empathic skills [(16.84±4.62) vs. (14.02±3.68)] and empathic attitudes [(29.85±3.78) vs. (27.77±3.23)], and a lower preference for physician authority score [(6.80±0.93) vs. (7.77±1.01)]. All of these differences were statistically significant (all P<0.05). Conclusions Incorporating role-playing teaching method into orthodontic case-based teaching enhances students' empathic competence, promotes the development of shared decision-making competence, and reduces tendencies toward physician-dominated decision-making.

Objective To explore the effect of innovative Sandwich teaching model in the standardized training of internal medicine residents. Methods From December 2021 to June 2024,a total of 49 residents trained in the Internal Medicine Department of the Affiliated LiHuiLi Hospital of Ningbo University were selected as the research objects. They were randomly divided into an experimental cohort and a control cohort. The experimental cohort (n=24) were trained with the innovative Sandwich teaching model, whereas the control cohort were trained with traditional methods. All residents received clinical thinking ability questionnaire survey, theoretical and practical skills exams and teaching quality evaluations questionnaire survey after training.The differences between the two cohorts were compared by U-test or t-test,and χ² test. Results Comparison of assessment results, After training, the clinical thinking ability[176.50(22.50)], clinical thinking and decision-making scores(90.17±3.49), specialized technical skills scores(104.32±3.78), resident evaluations of teaching quality[41.00(3.75)] and instructor evaluations of teaching quality(24.54±2.87)in the experimental cohort were higher than those in the control cohort[148.00(57.00), (86.72±4.38), (101.41±5.10), 30.00(5.50), (18.72±2.81)], all P<0.05. Conclusions The innovative Sandwich teaching model is helpful to enhance clinical thinking ability and specialized practical skills, and improve the training effect of internal medicine residents.

Objective To explore the effectiveness of an artificial intelligence (AI)-based training system for improving the quality of major medical record documentation by medical interns and enhancing teaching efficiency. Methods A total of 145 medical interns from Nanjing University Medical School Affiliated Drum Tower Hospital during the 2024-2025 academic year were selected as participants. Using a simple randomization method, they were divided into a study group (n=73) and a control group (n=72). The study group utilized the AI-based training system for medical record documentation, while the control group received traditional teaching methods. Effectiveness was evaluated through pre- and post-internship medical record assessments and satisfaction questionnaires. Data were analyzed using independent samples t-tests and descriptive statistics. Results The post-test total medical record assessment score of the study group(85.73±6.44) was higher than that of the control group (80.10±6.04), P<0.001. Questionnaire results showed that 61 (83.6%) interns in the study group believed the training system improved the quality of their medical record documentation. Among 33 teaching faculty members, 29 (87.9%) reported that the system enhanced teaching efficiency. All 3 educational administrators affirmed the system's role in quality control. Conclusions The AI-based training system, through intelligent templates, real-time feedback, and resource integration, effectively improved the quality of medical record documentation and clinical thinking skills among interns, reduced the teaching burden, and enhanced educational management efficiency. The system provides an innovative solution for the digital transformation of major medical record training for interns.

Objective To evaluate the efficacy of a virtual simulation system in the training of gastrointestinal endoscopy skills. Methods A self-controlled trial was conducted. From October 2018 to October 2024, 64 trainees were enrolled in a comprehensive virtual simulation training program for gastrointestinal endoscopy. The training curriculum encompassed theoretical knowledge, demonstration of operational skills, and independent practice. Comprehensive assessments of theoretical knowledge and operational skills in digestive endoscopy were performed before and after the course. Evaluation metrics included theoretical knowledge, operational skills, and trainee satisfaction, alongside the impact of the number of virtual simulation practice sessions on performance levels. Data were analyzed using paired t-tests and one-way analysis of variance. Results Following training, significant improvements were observed in the trainees' theoretical and operational skill scores for both gastroscopy and colonoscopy [Gastroscopy theory: (69.44±6.03) vs. (96.44±2.67); Operational skills: 4.00 (4.75) vs. (23.66±1.16). Colonoscopy theory: (65.98±4.16) vs. (95.69±4.77); Operational skills: 3.00 (3.75) vs. (24.47±0.84); all P<0.001]. Analysis grouped by the number of practice sessions revealed that as the sessions increased from 5 to 15, gastroscopy performance indicators (success rate of pharyngeal passage, time to intubate the duodenum, and total examination time) were progressively shortened, and the cecal intubation rate for colonoscopy continuously increased (all P<0.001). Trainee satisfaction with the training was high: regarding self-assessed learning effectiveness, 57 (89.1%) trainees gave the maximum score (5 points); regarding the enhancement of professional confidence, 55 (85.9%) trainees gave the maximum score (5 points). Conclusions The virtual simulation system proved to be highly effective in specialized digestive endoscopy skill training, significantly enhancing both theoretical knowledge and operational proficiency. A progressively increasing number of practice sessions was shown to further improve operational fluency and success rates. Trainee satisfaction was high. The virtual simulation system is confirmed to be an effective method for training specialized skills in digestive endoscopy.

To improve the teaching effectiveness of the public health emergency response course and strengthen the training of public health personnel in handling such emergencies, a comprehensive virtual simulation teaching system for public health emergency response was designed, developed, and implemented at Shanghai University of Traditional Chinese Medicine. A total of 56 undergraduate students from the five-year preventive medicine and public utilities management, grade 2021, enrolled in this study. The teaching effectiveness was evaluated through practical training scores and questionnaire surveys. The results showed that all 56 students achieved a practical training score of good or above. Among the 55 students who participated in the questionnaire survey, 52(94.5%) believed that the system's instructional design highlighted professional characteristics, stimulated learning motivation and exploratory desire, and enhanced their comprehensive public health response capability. Furthermore, 49(89.1%) students considered the system scenarios to be realistic, and 51(92.7%) expressed overall satisfaction with the system. The virtual simulation teaching system for public health emergency response can help students master the theoretical knowledge and practical skills required in handling public health emergencies, thus contributing to the overall improvement of course effectiveness.

The specialty catalogue of postgraduate education serves as a crucial cornerstone for degree conferral and talent cultivation in China's postgraduate education sector. Its adjustments and changes function as a barometer for the development of graduate education. Against the backdrop of the release and official implementation of the 2022 edition of the discipline catalogue, this study, based on the theoretical perspective of historical institutionalism, sorts out the historical evolution of the specialty catalogue of postgraduate education in the health professions category in China, and analyzes the logic of institutional changes from three aspects: influencing factors, dynamic mechanisms, and path dependence. The paper finds that ideological factors, exogenous factors, and endogenous factors influence the adjustment of the medical discipline classification. Administrative entities, academic entities, market entities, and industry entities, as participating entities, drive gradual changes in the medical discipline classification through substitution, layering, drifting, and transformation patterns. Furthermore, increasing returns, power imbalances, institutional adhesion, and institutional complementarity facilitate the self-reinforcement of the 2022 edition of the medical discipline classification system and contribute to path dependence. In the process of implementing the 2022 edition of the specialty catalogue, medical colleges and universities should pay attention to the influencing factors of the setting and adjustment of the specialty catalogue, and promptly respond to the cultivation of urgently needed talents. They should also follow the dynamic mechanism of the setting and adjustment of the specialty catalogue to accurately grasp the direction of the adjustment, and utilize the path dependence of the setting and adjustment of the specialty catalogue, attaching importance to the cultivation of high-level applied medical talents, so as to promote the development of postgraduate education in health professions.

Objective To analyze the entire-process training materials of master's degree students in clinical medicine and explore factors influencing the quality of their dissertations. Methods From April to July 2024, 41 independent variables were collected for 1 275 professional-degree master's students in clinical medicine enrolled at a teaching hospital affiliated to Zhengzhou University between 2019 and 2020. The variables covered personal information, supervisor information, student origin, academic performance, research experience, and employment status. Mann-Whitney U tests, Kruskal-Wallis tests, and Spearman correlation coefficients were used to examine the relationship between each variable and the dissertation score. Variables showing statistical significance were then entered into a multiple linear regression model to identify factors influencing the quality of the graduate dissertations. Results At the individual level, older age at enrollment (β=-0.040, P=0.031), majoring in surgery (β=-0.234, P=0.002), or in smaller-discipline majors such as neurology, emergency medicine, dermatology and venereology (β=-0.254, P<0.001) were all associated with lower-quality master's theses. At the advisor level, students supervised by advisors who were mentoring 3-4 (β=-0.194, P=0.007) or more than four (β=-0.579, P<0.001) current-year master's students produced significantly lower-quality theses, whereas advisors holding administrative positions (β=0.156, P=0.010) were linked to higher-quality theses compared with their non-administrative peers.In terms of training process, higher proposal-defense scores predicted better thesis quality (β=0.065, P=0.035). Regarding employment destinations, students with lower-quality theses were more likely to accept positions in hospitals (β=-0.150, P=0.036), whereas those with higher-quality theses preferred non-hospital units (β=0.185, P=0.021) or further study (β=0.178, P=0.032). Conclusions The quality of professional master's theses in clinical medicine is closely tied to every stage of training.Enhanced research supervision should be provided for late-entry students, those majoring in surgery, and those in smaller disciplines such as neurology, emergency medicine, dermatology and venereology. Paying attention to graduate students' future career intentions, limiting the number of advisees per supervisor, and placing greater emphasis on the thesis proposal defense are practical measures that can raise the overall quality of master's theses.

Objective To explore the employer's satisfaction of residents graduated from standardized residency training in medical institutions in Hubei Province, evaluating its quality and informing continuous improvement. Method From August to September 2024, a questionnaire survey was conducted on residents who completed standardized training and obtained qualification certificates at Zhongnan Hospital of Wuhan University from 2020 to 2024, using general information survey questionnaires and satisfaction evaluation indicators from employers. Independent sample t-tests, analysis of variance, and other methods were used to compare the differences in scores of resident physicians with different characteristics. Results A total of 294 resident physicians were evaluated by 42 medical institutions in 14 cities in Hubei Province. The overall score of the competency of graduated resident physicians by medical institutions was 4.76±0.25. Among them, the highest score for professional ethics was 4.88±0.31 and the lowest score for comprehensive quality was 4.70±0.31. Among all the items, the scores for clinical research ability (4.30 ±0.58), information technology ability (4.51±0.51), medical professional English ability (4.53 ±0.67), and leadership, organization, and coordination ability (4.53±0.52) were relatively low.In terms of professional knowledge , professional ability and professional ethics, the score of resident physicians in our unit were higher than that of resident physicians recruited from the society, clinical medicine master's degree graduate students, and commissioned resident physicians [(4.99±0.09) vs. (4.65±0.49), (4.64±0.54), (4.64±0.46); (4.94±0.12) vs. (4.65±0.46), (4.66±0.49), (4.71±0.40); (4.96±0.02) vs. (4.83±0.35), (4.81±0.41), (4.80±0.35)], and the differences were statistically significant (all P<0.001). In terms of interpersonal communication, there was a statistically significant difference in the scores of resident physicians from different professional bases (P<0.001), with the highest score being from the general practice base (4.88±0.30). Conclusions Medical institutions in Hubei Province have a high evaluation of the competency of resident physicians, but there is still significant room for improvement in their research ability, information technology ability, medical English proficiency, and leadership, organization, and coordination ability. There are still differences in the professional knowledge and ability of different identity types, as well as in the interpersonal communication ability of different professional bases.