Medical and health personnel evaluation policy is the action criterion to ensure the efficient operation of health personnel evaluation work, and the choice of policy tools directly affects the effect of policy implementation. This study took as data source 22 medical and health talent evaluation policies issued by the Central ministries and commissions from January 1, 2009 to December 31, 2022, adopts content analysis method, and makes an overall analysis of target policies according to the three-dimensional analysis framework of ″policy instrument-policy element-time series″. The results showed that the current medical and health personnel evaluation policy tools preferred authority and command type, system change type and symbol and exhortation type, incentive type and capacity building type have not received enough attention, and the frequency of use for various sub-tools were also different. In the initial exploration period(from 2009 to 2010), the government emphasized the construction of evaluation guarantee, and the evaluation criteria in the system reform period(from 2011 to 2015) and the deepening reform period(since 2016) were the focus of policy attention, but the evaluation subject and the evaluation application were not concerned. There was insufficient matching between policy elements and policy instruments. Except for evaluation criteria and evaluation guarantees, other policy elements failed to fully cover the five types of policy instruments.Policy makers should optimize the combination and allocation of policy tools according to the characteristics of various policy tools, appropriately increase the attention to the two policy elements of evaluation subject and evaluation application, and strengthen the alignment between policy tools and policy elements.

Objective To investigate the current tendencies of critical thinking among undergraduate medical students in a certain university, to explore the differences in critical thinking among students with different characteristics, and inform the cultivation of critical thinking ability in medical students. Methods From February 24 to March 7, 2022, a questionnaire survey was conducted to investigate the critical thinking tendencies of 270 students in various majors such as clinical medicine from the first to fourth year in a certain university. Kruskal-Wallis test and Mann-Whitney U test were used for statistical analysis. A generalized linear mixed model was constructed to analyze the influence of each factor on critical thinking. Results The total critical thinking score of the respondents was 292.00(36.25), which showed a positive nature. There was no statistically significant differences in the overall critical thinking scores of students by gender [294.50(35.50) vs. 290.50(39.25), P=0.956]; as observed for each trait, there were gender differences in four critical thinking traits, including analytical ability, systematization ability, self-confidence in critical thinking, and curiosity [45.00(6.00) vs. 43.00(7.00)、40.00(6.00) vs. 38.00(7.00)、40.00(6.00) vs. 38.00(7.00)、46.00(7.75) vs. 43.50(9.00), all P<0.05]. Conclusions Although most of the undergraduate medical students in a certain university showed positive critical thinking tendencies, a few of them still showed negative ones, and there were significant gender differences in some of the traits. Universities should attach importance to the guidance and cultivation of critical thinking tendencies among undergraduate medical student, especially the gender differences of each trait, and students' feedback while cultivating critical thinking.

Objective To construct a localized job competency model for rehabilitation therapists based on the rehabilitation competency framework (RCF) developed by the World Health Organization and conduct preliminary validation. Methods In December 2021,the initial model was constructed by literature research method. In March 2022, the Delphi method was used to conduct two rounds of expert consultation, and the analytic hierarchy method was used to calculate the weight of indicators in each dimension of the model. In June 2022,we conducted an empirical study using the questionnaire survey method. Results Through literature research,a competency model of initial rehabilitation therapists with 6 core dimensions and 51 sub-dimensions was constructed. The authoritative coefficients of experts in the two rounds of consultation were 0.89 and 0.93, the coefficients of coordination of expert opinions were 0.23 and 0.26 (all P<0.05), respectively,and the job competency model of rehabilitation therapists was optimized into 5 core dimensions and 40 sub-dimensions, 276 valid questionnaires were collected in the empirical study, and 5 factors were extracted using exploratory factor analysis, and the cumulative variance contribution rate was 71.27%. Conclusions The competency model of rehabilitation therapists based on “rehabilitation competency architecture” was constructed.The reliability and validity of the model were good, which could provide reference for standardized training and assessment of rehabilitation therapists.

The education of audiology and speech language pathology started relatively late in our country, and the personnel training is mainly at the undergraduate stage. In 2015, Sichuan University was approved to offer it, and admitted undergraduate students at the same time which is the earliest Double First-Class university in China to offer undergraduate programs (Bachelor of Science). This article reviews the training objectives, curriculum system, professional teachers, international exchange study and development after graduation of the undergraduates majoring in audiology and speech language pathology at West China Hospital, Sichuan University. Deep reflection has been put forward on educating undergraduate students in the future. In order to achieve long-term development in the field of audiology and speech language pathology,graduate education still needs to be further improved to ensure the integration between undergraduate and graduate training, as well as to establish the national standards for qualified certifications of audiologists and speech-language pathologists.

Objective To analyze the research hotspots and future development trends of nursing education for traditional Chinese medicine (TCM) in China from 2000 to 2022, with a view to inform future research. Methods A bibliometric method was used with the search terms of nursing education for TCM, specialty nursing education for TCM, nursing training for TCM, nursing technique for TCM, suitable nursing technology for TCM, and specialty nursing technology for TCM, and the number of publications and keywords during the period of January 1, 2000, to December 31, 2022, were analyzed using Citespace. Results From 2000 to 2022, a total of 924 related publications were retrieved, from 1 in 2000 to 92 in 2022; a total of 8 keyword clusters were formed, which were nursing for TCM, nursing, training, TCM hospitals, TCM medical hospitals, cultivation, training of talents, and curricula. Eleven clusters of emergent words were formed, which were nursing, continuing education, curricula, education, TCM colleges and universities, nursing staff, teaching reform, medical association, nursing management, training needs, and satisfaction. Conclusions The overall research on TCM nursing education is on the rise; Curriculum reform of TCM nursing technical operation training and TCM nursing training in Chinese hospitals is a current research hotspot; Solving TCM nursing needs and optimizing nursing management in the medical treatment combination model are future research directions.

Objective Focusing on the external characteristics and research fronts of medical professionalism literature, this study aims at providing references for the reform of medical professionalism teaching and evaluation. Methods Based on the Science Citation Database, the HistCite and CiteSpace software were used to conduct research external characteristics description and co-citation cluster analysis of medical professionalism literature published between 2013 and 2022. Results A total of 3 825 articles were included, with an average annual growth rate of 5.5%. They were published in 1 008 journals, and the authors were from 4 056 research institutions in 105 countries or regions. The research fronts focused on seven topics, including professional identity formation, professionalism teaching, professionalism evaluation and unprofessional behaviors, psychological traits, the impact of social media on medical professionalism, cultivation of health professionals' management competency, and application of theoretical domains framework in medical education. Conclusions The annual number of literature related to medical professionalism has shown an steady upward trend. The research fronts topics focus on the main body research (connotation, teaching and evaluation) and related research (influencing factors, relevant competencies and research based on theoretical domains framework) of medical professionalism.

During the internship stage, clinical students have a problem of disconnection between anatomical knowledge and clinical practice. However, disease-based clinical anatomy courses aim to consolidate students' anatomical knowledge and integrate it with clinical anatomical knowledge to improve the effectiveness of learning during internship. This can better enable students to apply theory to practice. In order to understand the effectiveness of this course and optimize the teaching process, this article takes as an example the disease-based clinical anatomy course teaching offered by 30 students majoring in clinical medicine who interned at the School of Aerospace Clinical Medicine, Peking University from June 2021 to July 2022. It elaborates on the teaching design and implementation process of this course, evaluates the teaching effectiveness and understands the teaching improvement measures through course assessment and questionnaire survey. The results showed that the student's course assessment score was (80.3±7.5) points, of which the anatomical knowledge point score was (38.4±1.2) points, with a score rate of (96.0±0.6)%, and the highest score rate in the five aspects of the assessment. Among all, 28 students (93.3%) were very interested in this course; 29 students (96.7%) rated this teaching as very satisfied and satisfied; 30 students (100.0%) believed that it was necessary to carry out disease based clinical anatomy courses; 28 students (93.3%) believed that clinical anatomy courses should be studied before the internship stage; 29 students (96.7%) believed that it was better for surgical clinical teachers to explain this course. The teaching effect of clinical anatomy courses based on disease types is good, which helps students in the internship stage to master and apply anatomical knowledge, and has been recognized by students. Offering courses before the clinical internship and having surgical clinical teachers teach will likely achieve better results.

In order to explore the design and implementation ofundergraduate education on the prevention and control of hospital infection, and to improve teaching effectiveness, a general elective courseon the prevention and control of hospital infection for undergraduate students was offered by the First Affiliated Hospital of Zhejiang Chinese Medical University. Taba goal model was used for course design. The hybrid teaching method of online and offline with the teaching concept of “one core, two integrations, three connections”was conducted. The course is taught online for theory and offline for practice. The teaching effect was evaluated through the student assessments and questionnaire surveys. From 2020 to 2022, a total of four semesters were offered, with 444 undergraduate students opting for the course, and 273 students (61.5%) achieving excellent grades. Among the 104 students from the second semester of the 2021-2022 academic year who participated in the questionnaire survey, 92(88.5%) students were very satisfied with the course, 100(96.1%) students expressed willingness to receive similar education opportunities again, and 104(100.0%) students experessed willingness to recommend the course to another classmates. This course was identified as a first-class online and offline hybrid undergraduate course of Zhejiang Province. The general elective course helps students master the knowledge and skills related to the prevention and control of hospital infection, which is recognized by students and also by education authorities. Practical experience has been accumulated in order to better promote the design of undergraduate courses on the prevention and control of hospital infection.

Objective To investigate the feasibility of hybrid learning for optometry in ophthalmology education at the undergraduate stage. Methods Thirty-six students, who studied ophthalmology course in Peking University Third Hospital in April 2022, were recruited in the study. The experimental group (17 students) adopted hybrid learning, including online micro learning, panel discussion, classroom teaching and double-teacher-classroom supported by online teaching system, while the control group (19 students) adopted traditional classroom teaching. The final examination and questionnaire survey were used to assess the learning effect. T test, Mann-Whitney U test and χ² test were employed in data analysis. Results The scoring rate of items related to optometry in the final examination, the overall satisfaction and learning interest in the experimental grout were 77.8%(16.6%), 90.0(23.5) and 83.0(29.0) respectively, which were comparable to the control group 77.8%(33.3%), 81.0(14.0) and 78.0(22.0), and there were no statistical significances (all P＞0.05). Scores of learning efficiency, participation in classroom interaction and the motivation to participate in studies related to optometry were 84.0(19.0), 81.0(26.5) and 100.0(23.5) in the experimental group respectively, which were superior to the control group 72.0(22.0), 70.0(20.0) and 80.0(38.0), and the differences were statistically significant (all P＜0.05). Students in the experimental group would devote 1.00(2.00) hours to prepare for the class, which were longer than the control group 1.00(1.00) hours (all P＜0.05). Conclusions Hybrid learning has achieved good results in examination scores, teaching satisfaction, and other aspects. It is feasible in optometry teaching, which is beneficial to improving active learning, elevating the efficiency of classroom teaching and enhancing the participation of classroom interaction.

Comprehensive experimental teaching is an indispensable part of occupational hygiene and an effective way to improve students' experimental operation ability and professional quality. This paper expounds the design and implementation of virtual-real combination teaching method in the comprehensive experimental teaching of occupational hygiene. In April 2022,72 students majoring in Preventive Medicine enrolled in 2018 at Peking University who participated in the course were selected as the research subjects. Teaching effectiveness was evaluated through teacher observation, student interviews, and student questionnaire surveys.The results show that 70(97.2%) students thought that learning virtual simulation experiment was rewarding, 59 students (81.9%) expressed satisfaction with the comprehensive experimental course with the virtual-real combination, 58(80.6%) students believed that their occupational health skills are improved. Obviously, the virtual-real combination teaching methods in comprehensive experimental teaching of occupational hygiene can improve students' occupational health skills and achieve good teaching satisfaction, which is worth further exploration and improvement.

Objective To explore the application effect of BOPPPS combined with rain classroom in the course of speech therapy. Methods A total of 72 students from China Medical University enrolled in 2020 rehabilitation therapeutics major were selected as research objects. BOPPPS combined with rain classroom was designed and implemented in the course of speech therapy. The teaching effect was evaluated through the results of process-based evaluation, pre-assessment completion, participatory learning completion, post-assessment completion, and total completion; the correlation between the completion and summative assessment (final exam) and student interviews. Descriptive statistics and correlation analysis methods were used. Results All students' pre-assessment completion was (0.86±0.11), participatory learning completion was (0.71±0.13), post-assessment completion was (0.84±0.13), total completion was (0.80±0.11), and the final exam score was (78.92±8.12). There was a correlation between the final exam score and the total completion (r=0.410,P<0.001). Of the 22 students who participated in the interview, 20 (90.9%) were very satisfied with the teaching method. Conclusions The teaching method of BOPPPS combined with rain classroom was recognized by students, which helped students to actively participate in learning and practice teaching objectives.

Standardized patients play an important role in medical education and assessment, but encounter multiple challenges in recruitment, training and maintenance. The field of medical education is gradually incorporating virtual standardized patients due to the rapid development and widespread application of virtual reality technology. By combining the benefits of standardized patients with virtual reality technology, virtual standardized patients is possible to effectively address the challenges associated with standardized patients. In order to provide a reference for further development and applications, this paper reviews the application and research progress of virtual standardized patients in medical education, and introduces the background of the emergence of virtual standardized patients, their application, preliminary evaluation and technologies in various fields of medical education.

Interventional diagnostics and therapeutics is a necessary clinical technique in cardiovascular medicine. However, traditional teaching mode is severely limited by time, space and number of people. In order to improve the skill training of cardiovascular intervention, the First Affiliated Hospital of Dalian Medical University built an interactive network teaching platform for interventional cardiology, and applied it to 43 participants from all over the country who participated in training at our institution from 2020 to 2022. This article introduced the design and implementation process of this platform. The teaching effect was evaluated through three aspects: trainees' professional examination results, teachers' evaluation and trainees' satisfaction survey. The results showed that all the trainees passed the final examination at one time, and 86.0%(37/43) of the trainees got excellent scores in the professional examination (greater than or equal to 80 points). The ratio of teachers' evaluation results as excellent and good reached 86.0%(37/43) and 14.0%(6/43), respectively. Lastly, 95.3%(41/43) of the trainees were very satisfied and quite satisfied with the interactive teaching platform, which improved their ability to analyze and solve practical problems. The interactive online teaching of interventional cardiology has achieved good results and has been recognized by teachers and trainees.

Objective To analyze the research status and hot topics in the field of urology clinical teaching in China.with the aim of providing reference for the reform of clinical teaching of urology. Methods Analyze the annual publication volume, core authors, source journals and keywords of the articles about Urology teaching from 2000 to 2022 in China National Knowledge Infrastructure (CNKI),Wanfang Data knowledge service Platform and Chinese science and technology journal database. Results A total of 654 articles were included in this analysis, from 193 journals and journals, and there were 468 authors published 2 or more articles. The keyword clustering analysis generated 17 clustering themes, with the top 3 clusters containing the most keywords being multimedia, teaching methods and clinical teaching. Internet +, flipped classroom, micro course teaching and rain classroom were hot keywords nowadays. Conclusions From 2000 to 2022, the development of clinical teaching of urology in China has begun to take shape, mainly focusing on the application of Internet learning platform and the improvement of medical students' practical ability.

Objective Analysis of the results of milestone evaluation system in the phased two-way evaluation of dermatology residents. Methods A total of 150 physicians who received standardized resident training (referred to as residency training) and 8 attending physicians in the Department of Dermatology, the First Affiliated Hospital of Jinzhou Medical University in September 2021 were selected as the research objects. An improved Milestones evaluation form was carried out for self-assessment and attending physician-assessment. Kruskal Wallis H test and Mann Whitney U test were used to compare the differences in the scores of residents with different seniority. Paired t-test was used to compare the differences between self-assessment and other assessments and the differences in the scores of residents from different sources. Results First year resident trainees' milestones score was 3~4 points, second year resident trainees' score was 4~5 points, and third year resident trainees' score was 6~7points. First year resident trainees' self-assessment score was (3.73±0.59), while others-assessment score was (3.33±0.47), second year resident trainees' self-assessment score was(4.66±0.62), while others-assessment score was(4.44±0.51), third year resident trainees' self-assessment score was(5.09±0.52), while others-assessment score was(4.93±0.86), the differences were all statistically significant (all P<0.001). Conclusions The milestone score of dermatologists with different seniority can be distinguished. It is suggested that the attending physicians can teach them according to their aptitude, so as to improve the training effect.

Objective To investigate the current research status of the evaluation index system of the core literacy of medical undergraduates in China, and to provide a reference for the scientific evaluation of the core literacy of undergraduate medical students. Methods The computer retrieved the relevant research on the evaluation index of the core literacy of undergraduate students majoring in medicine in CNKI, WANFANG and VIP databases, and took ″medicine″, ″undergraduates″ and ″literacy″ as the keywords, and the search time limit was from the establishment of each database to April 20, 2023. A combination of bibliometrics and content analysis was used to further analyze the literature that met the criteria for inclusion. Results A total of 117 articles that met the criteria for inclusion were finally included. The publication year is 2000-2023, and 26 articles have been published in the past five years. The study sites were mainly in Beijing (12 articles ), followed by other regions such as Shandong (11 articles ), Guangdong (10 articles ). There are eight kinds of indicator construction methods, of which the questionnaire method is the most used (105 articles), followed by the literature data method (38 articles) and the delphi method (24 articles). Sixty four literature applied indicators to construct theoretical frameworks/models, and domestic and foreign maturity questionnaires or scales was more used (48 articles), followed by the global minimum essential requirements in medical education (5 articles), quality education theory and bloom's classification theory of educational goals (3 articles each). 16 articles were discussed in the form of evaluation index systems, with at least 3 first-level indicators and 7 maximums; There are a minimum of 8 secondary indicators and a maximum of 39; There are a minimum of 24 third indicators and a maximum of 63. Conclusions In recent years, scholars in the field of medicine have carried out rich research on the evaluation index system of core literacy of medical undergraduates, and the system construction methods are mainly based on questionnaire survey, but a unified theoretical framework/model has not yet been developed. Future research can be devoted to the theoretical framework and practicality of the core literacy evaluation index system of medical undergraduates.

Objective To construct the evaluation system of faculties' ideological, political and professional ethics in school of pharmaceutical sciences. Methods The literature research method was used to determine the evaluation indicators, evaluation patterns, and evaluation processes preliminary. Delphi method were used to conduct subsequent two rounds of expert consultation to 18 experts. Results The effective questionnaire response number for both rounds of expert consultation was 18. The coefficient of variation of evaluation indicators for the second round of consultation was less than 17.5%, Kendall's coordination coefficient was 0.388 (P<0.001), Cronbach's α was 0.682. Seventeen or more experts agreed on the evaluation method, and all experts agreed on each type of evaluation process. An evaluation index consisting of 6 primary indicators and 33 secondary indicators have been formed; five evaluation methods selected for different secondary indicators have been determined; five evaluation processes have been determined after adjusting and optimizing according to expert opinions. Conclusions The evaluation system for the ideological and political education and professional ethics of faculties in school of pharmaceutical sciences is relatively comprehensive, effective, and easy to implement, which provide a reference for the evaluation of the ideological and political education and professional ethics of faculties in secondary schools/colleges of universities.