Objective To analyze the quantity and distribution of vocational college clinical medicine programs in China, to provide an empirical basis for optimizing program allocation and improving relevant policies. Methods Descriptive statistical methods were employed, utilizing data on vocational college program establishment from 2014 to 2024. The quantity and distribution of clinical medicine programs over the past decade were analyzed, and the Theil index was used to examine the sources of regional distribution disparities. Results From 2014 to 2024, there were an increase in vocational college clinical medicine programs from 111 to 136, with a peak of 150 in 2020. In 2024, there were 58 (42.6%) public health-focused vocational colleges, 42 (30.9%) comprehensive vocational colleges, and 16 (11.8%) private institutions offering these programs. Nationally, the number of vocational college clinical medicine programs for every 10 million populations and every 100 thousand square kilometers was 1.0 and 1.4. Based on population distribution, there was a total Theil index of 0.07, with an intra-regional contribution rate of 54.1%; based on geographic area, there was a total Theil index of 0.31, with an inter-regional contribution rate of 56.0%. Conclusions The growth of clinical medicine programs in vocational colleges has been restrained, and the types of institutions offering these programs are diverse. The population-based distribution shows a relatively balanced program allocation, the geographic area-based distribution reveals significant disparities. The differences primarily originate from within the regions. It is recommended that, while program quantity should be controlled, classified supervision is to be strengthened, top-level design to be enhanced, and scientific adjustments made to optimize program distribution.

Objective To investigate the current status of traditional Chinese medical (TCM) cultural literacy among non-medical students in TCM universities, analyze key issues in classic literature reading, knowledge acquisition channels, and curriculum-practice transformation, and propose targeted improvement strategies for interdisciplinary talent cultivation. Methods In December 2024, stratified sampling was employed to recruit non-medical students from 8 TCM universities across four economic zones in China: eastern region (Beijing University of Chinese Medicine, Nanjing University of Chinese Medicine, Zhejiang Chinese Medical University), central region (Henan University of Chinese Medicine, Jiangxi University of Chinese Medicine), northeastern region (Heilongjiang University of Chinese Medicine), and western region (Chengdu University of Traditional Chinese Medicine, Chongqing University of Chinese Medicine). Electronic questionnaires were distributed via an online platform. Descriptive statistical analysis was used to analyze relevant data. Results A total of 320 questionnaires were collected, of which 280 were valid. TCM theoretical cognition and classic reading: 88.2% (247/280) of students understood basic TCM theories, but only 32.1% (90/280) “had carefully read multiple TCM classics ” or “read parts of one or two classics”, with 31.1% (87/280) indicating “almost no understanding” of classics. Interest and knowledge acquisition channels: 91.4% (256/280) of students were “ interested” in TCM traditional culture, and 95.7% (268/280) acknowledged its modern value. 78.6% (220/280) accessed TCM culture primarily through online media and 76.8% ( 215/280) through school courses. However, the usage rate of health preservation methods including “frequently” and “occasionally” was only 65.7% (184/280). Curriculum evaluation and practice transformation: 83.9% (235/280) of students recognized the richness of course content, but only 31.4% (88/280) were very satisfied with the courses, and 65.0%(182/280) thought there were few opportunities for practical teaching. Conclusions The non-medical students have good cognition foundation of traditional Chinese medicine (TCM) theory but insufficient classic reading, high interest and recognition but limited channels for relevant knowledge acquisition, and rich TCM culture courses but insufficient practical transformation. These can be improved by increasing the proportion of TCM classics and traditional culture-related courses, integrating TCM traditional cultural elements into professional curriculum teaching, carrying out diverse campus cultural activities related to TCM culture as a beneficial supplement to school curriculum teaching, and strengthening the combination of practical teaching links with TCM traditional culture.

Objective To explore the influence mechanisms of classroom learning effect among medical undergraduates, and to provide basis for improving their classroom performance. Methods By using the questionnaire survey method, a cluster sampling survey was conducted among 567 medical undergraduates in Anhui Medical University from April to June 2023. The questionnaire was designed based on the improved information-motivation-behavioral skills model. The structural equation model was used to analyze the influence paths of classroom learning effect, and the Bootstrap method was employed to test the mediating effect of learning skills. Results The score of classroom learning effect among medical undergraduates was 10.95±2.10. The scores of the influencing factors, namely information reserve, learning motivation, learning skills and external environment, were 8.36±1.49, 12.94±2.90, 14.82±2.81 and 10.04±2.22, respectively. The results of the structural equation model showed that the path coefficients from information reserve, learning motivation and learning skills to classroom learning effect were 0.206, 0.392 and 0.344 respectively (all P<0.05), while the path coefficient of the external environment was 0.117 (P>0.05). The four variables could jointly explain 79.2% of the variance in classroom learning effect. The mediating effect of learning skills between information reserve and learning effect accounted for 46.7%, and between learning motivation and learning effect accounted for 23.6% (all Z>1.96). Conclusions The classroom learning effect among medical undergraduates was significantly positively influenced by information reserve, learning motivation and learning skills, while the positive influence of the external environment was not obvious. Learning skills played a mediating role between information reserves and learning effect, as well as between learning motivation and learning effect. The classroom teaching should focus on stimulating medical undergraduates' learning motivation, enriching their information reserves, cultivating their learning skills, and ensuring a supportive learning environment, to improve the classroom learning effect among medical undergraduates.

Objective To investigate the application effects of a modified Peyton teaching method based on SOAP assessment in the pediatric development evaluation instruction for undergraduate students in the field of rehabilitation therapy. Methods An experimental control method was employed. A total of 40 undergraduate students enrolled in 2020 and 2021interning in Department of Rehabilitation, Xinhua Hospital Affiliated to Shanghai Jiaotong University School of Medicine from 2023 to 2024 were enrolled in the study. Among them, 20 students from 2024 were assigned to the experimental group and received the modified Peyton teaching method, while 20 students from 2023 were assigned to the control group and received the traditional teaching method. Both groups were assessed with knowledge and practical exams, as well as a questionnaire survey within week after the completion of the teaching, to evaluate the effectiveness of the two teaching methods. Statistical analysis was performed using t-tests, nonparametric tests, and chi-square tests. Results Comparison of examination scores showed that the experimental group's theoretical examination scores were 95 (16) and practical examination scores were (88.23±5.02), which were both higher than the control group's knowledge examination scores of 87 (11.75) and practical scores of (83.05±4.26), with statistically significant differences (both P<0.05). The questionnaire survey results indicated that the experimental group's improvements in operational skills, clinical reasoning ability, communication skills, learning interest, and subjective initiative were all significantly higher than those of the control group, with statistically significant differences (all P<0.05). Conclusions The modified Peyton teaching method based on SOAP assessment is beneficial for improving the theoretical knowledge and practical skills of pediatric development evaluation among undergraduate students in rehabilitation therapy, enhancing the effectiveness of their internship experience.

Objective To analyze the research hotspots and future trends of generative artificial intelligence (AI) in the field of medical education from 2021 to 2024, providing a reference for future research. Methods Bibliometric methods were used with the search terms ″generative artificial intelligence″, ″medical education″, ″chatgpt″, and CiteSpace was used to analyze the number of articles and keywords published in the Science Citation Database up to June 11, 2024. Results A total of 219 articles were published from 2021 to 2024, forming 10 keyword clusters, namely large language models, readability, medical students, generative artificial intelligence, medical education, machine learning, natural language processing, search, cleft lip and palate, and professional development. Conclusions The research of generative AI in medical education is showing an upward trend. The construction of professional language models, the building of teaching models, and the exploration of medical teaching content are the hot topics and research trends in the field of generative artificial intelligence in medical education.

Objective To analyze the current application status of artificial intelligence (AI) in the field of surgical instruction. Methods Literature on the application of AI technology in surgical instruction was retrieved in June 2024 from major Chinese and English databases such as CNKI and the Web of Science Core Collection. The search covered publications from 1999 to 2024. The CiteSpace software was employed to conduct clustering exploration and visual analysis of the publication dates, journals, keywords and content of the identified articles. Results The volume of publications on AI applications in surgical instruction began to increase significantly after 2019. The primary countries publishing related literature were the United States, China, Canada, Japan, Italy, France, the United Kingdom, Germany, South Korea, and India. Among these, the United States had the most collaborative relationships with other countries. The analysis of high-frequency words and keywords revealed that AI research focuses predominantly on areas such as robotic surgery, ChatGPT, and surgical simulation. This suggests that the integration of AI with surgical instruction will be a key future research direction. Conclusions AI technology is being increasingly applied and refined in surgical instruction, with in-depth research conducted in surgical simulation, image interpretation, and diagnosis of disease subtypes. Collaboration between AI technology and surgical instruction should be strengthened, and relevant frameworks continuously refined.

Objective To explore the application effect of a handheld problem-based learning (PBL) teaching software in the blended curriculum teaching of internal medicine clerkships. Methods An experimental control method was adopted. A total of 114 eight-year medical students from the 2020 and 2019 cohorts of Peking University Health Science Center were enrolled in the study. The blended curriculum based on handheld PBL teaching software (experimental group) and traditional PBL teaching (control group) were used for internal medicine clerkship instruction, respectively. The teaching effects and teaching satisfaction of the two groups were compared. Data were analyzed using t-tests and χ² tests. Results The classroom engagement (90.2% vs. 81.3%) and course assessment scores of the experimental group were better than those of the control group [(93.2±10.6) vs. (81.1±19.1)], and the differences were statistically significant (both P<0.05). The teaching satisfaction of the experimental group was higher than that of the control group. For example, in terms of knowledge comprehension, the satisfaction rates of the experimental and control groups were 94.7% and 70.2%, respectively, and the difference was statistically significant (P<0.05). Conclusions The blended curriculum teaching model based on handheld PBL teaching software demonstrated good application effects in the instruction of internal medicine clerkship students and was found to better achieve the teaching objectives.

Objective To explore the core indicators of entrustable professional activities for specialists in nephrology. Methods Through literature research, a draft of the core indicators of EPAs for nephrology specialists (who have completed standardized training for specialist physicians) was initially formed. In March 2022, Delphi method was used to conduct a questionnaire survey among 10 experts from the Department of Nephrology of Beijing Tsinghua Changgung Hospital, School of Clinical Medicine of Tsinghua University, to screen and revise the core indicators of EPAs for nephrology specialists. The Likert 5-point scale was used to evaluate EPAs indicators and determine the confidence level of nephrology specialists from the first to the fifth year. Results Two rounds of expert consultation each retrieved 10 valid questionnaires. The expert authority coefficients of the two rounds of consultation were 0.82 and 0.87 respectively, and the Kendall's coefficient of concordance was 0.545 and 0.917 respectively (all P<0.001). The average mean value of the importance for each of the selected EPAs indicators was greater than 3.5 points, and the coefficient of variation was less than 0.25. Eventually, 10 core indicators of EPAs for nephrology specialists were formed. Conclusions The core indicators of EPAs for nephrology specialists are scientific and reliable, and can reflect the clinical levels of nephrology specialists with different years of experience.

Objective To analyze the educational impact of the dual-supervision model in general practice teaching clinics and inform enhancing the competency of general practice residents. Methods From January to December 2024, 36 general practice residents and 24 primary care instructors from Sir Run Run Shaw Hospital, Zhejiang University School of Medicine, were enrolled in teaching clinics. A collaborative teaching model (“1 supervising physician + 1 instructor + 3-5 residents”) was implemented, with supervising physicians overseeing the entire teaching process and evaluating teaching quality, while instructors provided clinical mentoring and skill demonstration. The competency of residents and teaching performance of instructors were quantitatively assessed using the General Practice Teaching Clinic Reception Assessment Scale (evaluated by instructors) and the General Practice Teaching Clinic Instructor Evaluation Scale (evaluated by supervising physicians). Satisfaction was surveyed via the Teaching Clinic Satisfaction Questionnaire (anonymous electronic version). Paired t-tests andχ² tests were used to analyze relevant data. Results After the implementation of the dual- supervision model, the outpatient reception ability score of residents were higher than before [2022 residents: (80.3±3.8) vs. (73.6±5.8); 2023 residents: (78.9±2.6) vs. (71.3±7.4), all P<0.001]. The number of qualified residents significantly increased post-intervention[2022 residents: from 4 to 13 qualified residents (total n=21);2023 residents: from 3 to 7 qualified residents (total n=15),all P<0.05]. After the implementation of the dual-supervision, the total score and various dimensions of the instructors' teaching ability were higher than before implementation: [total score: (75.3 ± 7.7) vs. (58.9 ± 6.1) points; pre-teaching preparation (out of 15 points): (12.8 ± 1.8) vs. (9.1 ± 1.5); teaching implementation (out of 65 points): (47.5 ± 5.4) vs. (38.6 ± 4.5); teaching evaluation (out of 20 points): (15.3 ± 1.5) vs. (11.2 ± 1.4), all P<0.001] . The satisfaction rate of all participants (24 supervising physicians, 24 instructors, 36 residents, 122 patients) reported 100.0%. Conclusions The dual-supervision model effectively enhances residents' clinical competency and instructors' teaching performance, demonstrating high acceptance among all stakeholders. Future efforts should focus on optimizing resource allocation, expanding patient recruitment through community engagement, and integrating online-offline hybrid supervision to maximize scalability.

Objective To design and apply a comprehensive oral examination and treatment planning form during the clinical internship of dental students in the general dentistry specialty, evaluating its teaching effectiveness in fostering the early development of students' holistic dental thinking. Methods The study included 8 general dentistry residents undergoing standardized training at the Second Comprehensive Department of Peking University School of Stomatology and 88 undergraduate interns (5-year and 8-year program dental students from the class of 2019, collectively referred to as interns for convenience). The comprehensive oral examination and treatment planning form was introduced after one week's their general dentistry clinical rotation. After two months of use, a questionnaire survey was conducted to assess the form's impact on cultivating holistic dental thinking among the interns. Results After using the form, 96 interns (100.0%) showed improvement in the comprehensiveness and systematicity of oral examinations, while 95 interns (99.0%) demonstrated progress in the systematicity, comprehensiveness, and personalization of comprehensive oral treatment. All 96 interns (100.0%) reported that the form aided their clinical training, and 95 (99.0%) acknowledged its necessity. Conclusions The application of the comprehensive oral examination and treatment planning form during general dentistry rotations enhances interns' emphasis on systematic oral examinations and treatment design, preliminarily establishing and nurturing standardized holistic dental thinking. This lays a foundation and provides support for subsequent clinical training and practice.

Objective To explore the application of single-disease modular teaching in the standardized training of resident physicians in urology (referred to as residency training). Methods A controlled trial was conducted. Through consecutive sampling, 84 residents rotating in the Department of Urology, the Second Hospital of Tianjin Medical University enrolled in the study. Among them, 44 residents in 2022 were assigned to the experimental group, receiving single-disease modular teaching; 40 residents in 2021 served as the control group, undergoing traditional teaching. One month after training, the training effect was evaluated through knowledge examinations, clinical skills and clinical thinking assessments, and questionnaires. Independent sample t-test and χ² test were used for data analysis. Results The experimental group showed significantly higher scores than the control group in knowledge examination [(87.66±4.47) vs. (81.78±5.61)] and clinical skills assessment [(88.95±3.63) vs. (80.18±4.62)] (all P<0.05). In terms of medical record writing standardization [(88.80±3.42) vs. (82.88±4.01)], clinical thinking ability [(88.39±3.61) vs. (81.65±4.69)], and doctor-patient communication skills [(16.30±2.12) vs. (13.93±1.86)], the experimental group also achieved significantly higher scores (all P<0.001). Teaching satisfaction survey showed that the experimental group scored higher in all dimensions: practicality of teaching content [(4.52±0.59) vs. (3.95±0.50)], teaching ability of instructors [(4.50±0.59) vs. (3.80±0.56)], diversity of teaching methods [(4.48±0.55) vs. (3.65±0.58)], stimulation of learning interest [(4.52±0.51) vs. (3.80±0.52)], improvement of autonomous learning ability [(4.16±0.37) vs. (3.68±0.53)], mastery of clinical skills [(4.07±0.26) vs. (3.63±0.49)], standardization of medical record writing [(4.02±0.34) vs. (3.75±0.44)], enhancement of clinical thinking [(4.07±0.40) vs. (3.55±0.60)], improvement of doctor-patient communication [(4.11±0.44) vs. (3.75±0.59)], and overall satisfaction [(4.18±0.50) vs. (3.88±0.52)] (all P<0.05). Additionally, the comprehensive evaluation of the experimental group by instructors was significantly higher than the control group [(91.48±3.23) vs. (85.83±3.73)] , and the difference was statistically significant (P<0.001). Conclusions Single-disease modular teaching helps urology residents understand and master theoretical knowledge, and improves their clinical skills, clinical thinking, and teaching satisfaction.

Objective To establish the entrustable professional activities (EPAs) for operative dentistry and endodontics in oral medicine residency training. Methods Based on literature research, an expert consultation questionnaire on EPAs for the operative dentistry and endodontics in standardized residency training of oral medicine was developed. From April to June 2024, the Delphi method was used to conduct two rounds of expert letter consultation with 22 experts for screening and optimization the indicators for EPAs. The scores of indicators were evaluated using means and coefficient of variation, and the degree of expert authority and Kendall's W coefficient were used to test the reliability of results. Results The response rates for the two rounds of questionnaires were 95.4% and 100.0%, respectively. The mean scores for all indicators exceeded 3.5, and the coefficients of variation were all below 0.25. The authority coefficients were 0.90 and 0.91 for the two rounds, respectively, and the Kendall's coefficients of concordance were 0.677 and 0.532 for the two rounds (all P<0.001). A total of 13 indicators for EPAs were established, which defined the entrustable level of each EPA that residents should reach at different stages. Conclusions The EPAs for operative dentistry and endodontics in oral medicine residency training have been preliminarily established, which is scientific and reliable,and can provide reference for competency-oriented standardized training and Objective assessment.

The eight-year program in clinical medicine is a significant model for training high-quality medical talents in China. To investigate students' self-perception of their clinical learning outcomes and evaluate the strengths and weaknesses of teaching at the affiliated hospital, a questionnaire survey was conducted in June 2023 among 103 students enrolled in the eight-year clinical medicine program at Peking University People's Hospital between 2016 and 2020. The survey collected students' self-assessments of their competencies and their evaluations of teaching effectiveness. Responses were rated on a 5-point Likert scale from 1 (″very poor″) to 5 (″very good″), and mean scores for each item were analyzed. Results showed that students perceived themselves as having moderate clinical professional competence (3.24), relatively lower research capability (2.95), and good professional qualities (3.54), the current teaching methods (3.83) and content (3.57) were generally recognized, while the findings also reflected students' demand for advanced training in these competencies. Therefore, the affiliated hospital should align with the training objectives of the eight-year clinical medicine program, identify key student needs and teaching challenges, and enhance curriculum design and teaching management. These efforts will help provide high-quality learning resources and practical platforms, ultimately achieving the goal of cultivating highly competent medical professionals.

Objective To preliminary construct a comprehensive evaluation index system for general practitioners in clinical teaching in general hospitals. Methods From August to September 2023, a comprehensive evaluation index system for general practitioners in clinical teaching in general hospitals was initially determined through literature research. A Delphi expert consultation method was used to conduct a questionnaire survey among 30 experts, and the normalization method was used to determine the index weights. Results The effective questionnaire recovery rate of both rounds of expert consultation was 100.0%, and the experts were highly motivated. The individual authority coefficients of the 30 experts in both rounds were 0.7-0.9, and the average group authority coefficients both were 0.81, all ≥ 0.7. The Kendall's W values of the two rounds were 0.495 and 0.482 (all P<0.001), respectively. A total of 4 first-level indicators, including professional quality, clinical professional ability, teaching ability and research ability, 18 second-level indicators, and 57 third-level indicators were included. Conclusions This study initially established a comprehensive evaluation index system for general practitioners in clinical teaching in general hospitals in China, which is scientifically and reliably designed and can provide a certain reference for the evaluation of general practitioners in clinical teaching in general hospitals.

In October 2019, the National Health Commission of China issued the Guidelines for the Establishment and Management of Rheumatology Departments in General Hospitals (Trial), mandating the establishment of rheumatology departments in all tertiary hospitals and the assignment of rheumatology specialists in qualified secondary hospitals. However, there is a significant shortage of rheumatologists in China, highlighting the urgent need to develop a comprehensive rheumatology fellowship training system. In contrast, the United States has established a relatively well-developed rheumatology fellowship training program with detailed assessment and evaluation systems. This paper systematically reviews the establishment and evolution of the competency-based training and assessment framework in the rheumatology fellowship programs in the US. It covers the Internal Medicine Subspecialty Milestones, Rheumatology Milestones 2.0, and Entrustable Professional Activities (EPAs). The goal is to provide insights and guidance for developing a rheumatology fellowship training system in China.