Chinese Journal of Medical Education

Research on the innovative model of digital empowerment in medical education

Xu Xiaowei, Tang Lin, Gui Hang, Ma Chao, Li Jiao, Wang Chen

2025, 45 (3): 161-166. DOI: 10.3760/cma.j.cn115259-20241215-01310

Abstract ( 85 )

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The medical education model empowered by digital technologies can effectively promote the optimization and restructuring of teaching resources, the reshaping of knowledge systems, and the development of intelligent teaching modes, all aimed at cultivating medical professionals who can meet the demands of the new era. This study, through a literature review and case analysis, investigates the current application and development trends of digital technologies in medical education both domestically and internationally. It focuses on medical education models supported by digital technologies such as artificial intelligence, big data, virtual reality, and knowledge graphs, and proposes specific implementation pathways for digital empowerment in medical education. The study presents an innovative framework for digital empowerment in medical education, which includes the following components: (1) The digital education innovation model based on the ″Teacher-Student-Knowledge-Space″ relationship; (2)Construction of a multi-level, multi-modal medical knowledge graph; (3)Development of intelligent teaching platforms to reconstruct teaching modes and processes; (4)Application of digital twin technology to form a new educational model that integrates virtual and physical elements; (5)Exploration of a competency-oriented digital clinical education model to comprehensively improve teaching quality and learning outcomes. In the future, it is essential to further strengthen top-level design and the integration of multiple technologies, to construct a digital medical education system that fosters the collaborative development of medicine, education, industry, and research, thereby providing strong support for the implementation of the Healthy China strategy.

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Applications and challenges of generative artificial intelligence in surgical teaching

Chen Jiancong, Zhang Kunsong, Huang Xitai, Zhang Yunjian, Feng Shaoting, Kuang Ming

2025, 45 (3): 167-173. DOI: 10.3760/cma.j.cn115259-20240529-00542

Abstract ( 58 )

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With the rapid development of generative AI (GenAI) technology, its application in the field of surgical teaching becomes increasingly important. This article reviews the applications of GenAI in surgical professional education areas such as surgery video analysis, robotic surgery assistance, surgical skills training, clinical thinking development, virtual standardized patient (SP) interaction, personalized learning path design, knowledge graph integration, multimodal learning experience construction, and digital twin technology simulation. At the same time, the article also explores the ethical, legal, and social issues that accompany the application of these technologies, as well as the challenges of the technologies themselves and the directions for future development.

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The empowerment of faculty development for medical educators through AI agent: a case study

Chai Hua, Yan Yujiang, Qing Ping

2025, 45 (3): 174-181. DOI: 10.3760/cma.j.cn115259-20241114-01181

Abstract ( 59 )

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Addressing the insufficient support for medical educators′ self-directed learning and personalized tutoring, as well as the predominant use of didactic instruction in faculty development activities for medical educators, this study aims to explore the potentials of an AI agent applied in faculty development for medical educators. The researchers developed the “Huaxi Xiaozhu” AI Faculty Development Assistant for Medical Education (hereinafter referred to as “Huaxi Xiaozhu”), which was applied in faculty development in West China Medical Center of Sichuan University from May to August 2024. The output quality of “Huaxi Xiaozhu” was evaluated, and feedback from medical educators was collected. Data were analyzed and visualized using methods such as analysis of variance and radar charts. The results showed that “Huaxi Xiaozhu” achieved a higher output quality score (24.92±2.56) for 13 medical education-related prompts compared to mainstream general large language models in China, such as Wenxin Yiyan (21.84±3.08) (P<0.05). The radar charts indicated that “Huaxi Xiaozhu” performed well across six dimensions: accuracy, completeness, understandability, clarity of opinion, domain adaptability, and creativity & inspiration. Among the 92 medical educators who participated in the satisfaction survey, 90 (97.8%) were satisfied or very satisfied with the integration of “Huaxi Xiaozhu” into workshops of faculty development programs. However, in the follow-up survey on the use of “Huaxi Xiaozhu”, only 4 out of 16 medical educators continued to use it for review and consolidation within 40 days after a faculty development program. The findings suggest that the high output quality of the AI agent and the high satisfaction of medical educators make it a promising pathway for generative AI-empowered faculty development. However, the actual use of the AI agent by medical educators shortly after programs was not optimistic. These findings highlight the necessity of enhancing the development of AI agents for medical education, and employing them into the design of faculty development programs to mutually promote the development of teaching abilities and enhancement of digital literacy of medical educators.

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The application of ChatGPT in obstetrics and gynecology teaching

Jiang Jianfa, Xiao Songshu

2025, 45 (3): 182-186. DOI: 10.3760/cma.j.cn115259-20240912-00954

Abstract ( 51 )

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Artificial intelligence, represented by the chat generative pretrained transformer (ChatGPT), provides new options for the development of medical education and the innovation of teaching methods. This article analyzes the current application of ChatGPT in obstetrics and gynecology teaching, including its use in assisting learning and decision support, professional examinations, academic research and academic writing, patient education, etc. It also discusses its limitations and challenges, hoping to provide a reference for obstetrics and gynecology teaching in China.

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Applications and challenges of artificial intelligence in postgraduate medical education

Xie Wenjia, Wang Zhengyang

2025, 45 (3): 187-193. DOI: 10.3760/cma.j.cn115259-20240715-00736

Abstract ( 54 )

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The integration of Artificial Intelligence (AI) technology is progressively reshaping the medical education. In recent years, represented by diagnostic assistance AI and generative AI, AI technology has been increasingly and extensively applied in various aspects of postgraduate medical education. This review introduces the progress of AI applications in postgraduate medical education, including assistance in teaching implementation, self-directed learning, and assessment and feedback. The review demonstrates the ability and potential of AI to enhance teaching efficiency and quality, promote precise and personalized clinical competence development, and facilitate the transition of physicians from traditional learning to a new model of human-computer collaboration. The review also discusses the challenges generated by AI technology, such as ethical issues, data security, educational equity, technology acceptance, and the cultivation of “medicine + AI” interdisciplinary professionals.

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Survey on residents′ perception and attitudes towards the application of artificial intelligence

Ba Hongjun, Chen Jiarui, Hu Han, Jiang Xiaoyun, Li Shujuan

2025, 45 (3): 194-197. DOI: 10.3760/cma.j.cn115259-20241126-01215

Abstract ( 53 )

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Objective To investigate the views, usage patterns, and attitudes towards potential impact of resident physicians toward artificial intelligence (AI) tools. Methods This study used a questionnaire survey method to investigate 168 residents′ perception and attitudes towards AI in the 2024 residency training program at the First Affiliated Hospital of Sun Yat-sen University, and the survey results were analyzed through descriptive statistics and χ² test. Results Totally 109 (64.9%) residents expressed willingness to use AI for learning and exam preparation, 70 (41.7%) residents believed that ChatGPT could effectively meet their needs, while 112 (66.7%) believed that AI-generated answers still required further validation. Regarding ethical issues and the development of policies for AI use in medical education, 93(55.4%) residents supported the establishment of relevant guidelines. Additionally, 96(57.1%) residents believed that AI would have a profound impact on their careers in terms of improving patient care quality. Among the 168 residents, there were 74 males and 94 females. Gender difference analysis showed that male respondents were more likely than female respondents to use AI to explore new medical topics or conduct research [37(50.0%) vs. 25(26.6%)] and were more inclined to use AI to assist in writing academic papers [44(59.5%) vs. 37(39.4%)], both P<0.05. Conclusions Medical residents show a positive outlook on AI′s potential to enhance medical education and patient care, though there are concerns regarding its accuracy, ethical implications, and the need for formal guidelines. Gender differences may influence residents′ views on the promotion and application of AI technologies in the medical field. Future research should address these concerns and explore how AI can be effectively integrated into residency training.

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The application and value of virtual surgery in surgical practice teaching

Liang yao, Zhao Baiwei, Li Tang, Liu Zhuowei

2025, 45 (3): 198-203. DOI: 10.3760/cma.j.cn115259-20241212-01293

Abstract ( 28 )

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With the increasing complexity and risk of modern surgeries, the traditional surgical skills training model can no longer meet the current training demands. The virtual surgery (VS) system overcomes the limitations of traditional practice objects, such as human models and cadavers, by creating a highly realistic surgical environment. It endows surgical training with an immersive experience and gradually reveals unique advantages in medical education. This article examines the development and current status of VS in surgical practice teaching, focusing on its development trajectory, teaching advantages, and applications across various surgical fields. It also looks ahead to its future application, research and development in medical education.

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Application of an artificial intelligence-based online learning platform in the internship teaching of hematological cell morphology for medical laboratory technology students

Li Junxun, Zhang Fan, Li Runzhao, Cheng Jing, Tan Hongxia, Chen Peisong, Huang Bin, Ouyang Juan, Lyu Wange

2025, 45 (3): 204-209. DOI: 10.3760/cma.j.cn115259-20241218-01329

Abstract ( 31 )

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Objective To explore the application of an artificial intelligence (AI)-based online learning platform in the clinical internship of medical laboratory technology students. Methods A total of 42 undergraduate medical laboratory technology students interning at the First Affiliated Hospital of Sun Yat-sen University from June 2022 to June 2024 were selected and randomly divided into two groups, A and B, with 21 students in each group. This study employed a mixed-methods research design. The quantitative research section adopted a crossover design, where Group A first learned hematological cell morphology using the online platform followed by microscope-based learning, and Group B followed the reverse order. Pre-tests, post-tests after online platform learning, and post-tests after microscope-based learning were conducted to assess learning outcomes. Paired t-tests and independent-sample t-tests were used for statistical analysis of the data. The qualitative research section involved interviews with the intern students and supervising teachers based on the quantitative research results and observations, followed by thematic analysis. Results The pre-test scores were (60.10±10.44) for Group A and (61.71±10.45) for Group B, with no statistically significant difference (P=0.618). Group A′s post-test scores after online platform learning [(83.71±7.75)] were higher than their pre-test scores, and their post-test scores after microscope-based learning [(93.52±4.29)] were higher than those after online platform learning; Group B′s post-test scores after microscope-based learning [(75.24±10.76)] were higher than their pre-test scores, and their post-test scores after online platform learning [(91.14±4.80)] were higher than those after microscope-based learning; Group A′s test scores after combining online platform and microscope-based learning were higher than Group B′s post-test scores after microscope-based learning; all the above differences were statistically significant (all P<0.001). The intern students believed that the online platform offered abundant learning resources, efficient and convenient learning, and met their self-directed learning needs. The supervising teachers highly evaluated the platform, considering it significantly improved teaching efficiency. Conclusions The AI-based online learning platform provides a convenient and efficient learning environment, enhances the learning efficiency of hematological cell morphology, and can serve as an effective auxiliary tool for learning hematological cell morphology.

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Study on the scale and structure of clinical vocational education in China′s regular higher education institutions from 1998 to 2022

Yu Jinhua, Long Kai, Wu Youyou, Xia Xiulong, Hou Jianlin

2025, 45 (3): 210-215. DOI: 10.3760/cma.j.cn115259-20241127-01220

Abstract ( 29 )

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Objectives To conduct a quantitative analysis of the scale and structure of clinical specialty education in China from 1998 to 2022, providing an empirical basis for the evaluation and improvement of relevant policies. Methods Based on nationwide data on medical enrollment by institution and major, descriptive methods and comparative research methods were used for data analysis. Results Between 1998 and 2022, the annual enrollment in clinical medical associate degree programs increased from11 thousand to 51 thousand, while the number of institutions offering such programs rose from 83 to 137. In 2022, among the three types of institutions admitting students for clinical medical associate degree programs (undergraduate universities, junior colleges, and vocational colleges), vocational colleges accounted for 51.8% of total enrollment. A total of 66 institutions had single-campus enrollment exceeding 300 students, and 4 institutions enrolled more than 1 000 students each. The regional distribution of enrollment was 21.3% in the eastern region, 49.4% in the central region, and 29.2% in the western region. Conclusions Significant structural changes have occurred in clinical medical education in China, with a notable expansion in the scale of clinical medical associate degree programs. It is recommended that the government further optimize medical education policies by appropriately reducing the scale of these programs and adopting region-specific enrollment strategies, particularly enhancing both the scale and quality of enrollment in western regions. Moreover, greater alignment between provincial medical education and societal demands should be pursued, alongside strengthening collaboration between the healthcare and education sectors. Efforts should also focus on developing clinical medical associate degree education models suited to China′s national context to continually improve the quality of talent cultivation.

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Design and practice of training courses for clinical practice teachers′qualifications

Luo Yanting, Jiang Ling, Zhou Hanjian, Dong Ruimin, Li Shangrong, Xie Xujing

2025, 45 (3): 216-219. DOI: 10.3760/cma.j.cn115259-20240319-00279

Abstract ( 29 )

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The teaching ability of clinical instructors is crucial for enhancing teaching quality and training competent clinicians. This article presents a series of clinical internship training programs designed by the teaching team at the Third Affiliated Hospital of Sun Yat-sen University, aimed at resident and junior attending physicians (collectively referred to as participants). It outlines the course design and implementation process. This article evaluated the effectiveness of training by comparing participants′ practical skills, skill assessment scores for demonstration by instructors, and overall satisfaction before and after the course.Relevant data was analyzed using a chi square test and t-test. Results indicated a significant improvement in participants′ practical skills post-training, with scores increasing from (67.1±12.6) to (85.2±5.4), P=0.001. The skill assessment scores for participants′ demonstrations were comparable to those given by training instructors, showing no significant difference [(87.6±6.8) vs. (85.2±5.4), P=0.277]. Additionally, over 75% of participants expressed overall satisfaction with the course. Furthermore, students mentored by clinical instructors who completed the training reported higher levels of satisfaction, positive feedback, and perceived teaching effectiveness compared to those mentored by instructors who did not undergo the training. [96.0%(24/25) vs. 66.7%(18/27), 92.0%(23/25) vs. 70.4%(19/27), 92.0%(23/25) vs. 63.0%(17/27), all P<0.05]. Overall, the training program for clinical instructors significantly enhances teaching effectiveness and improves student satisfaction in clinical education.

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Research on the design and implementation of a training course on basic research skills for postgraduate students in affiliated hospital of colleges and universities

Yu Xiaotong, Song Yan, Xue Lixiang, Huang Chen

2025, 45 (3): 220-224. DOI: 10.3760/cma.j.cn115259-20240402-00342

Abstract ( 30 )

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Basic research skills training for postgraduate medical students in clinical hospitals can help consolidate their technical skills of scientific research, cultivate good research literacy, enhance their innovation ability, and lay a solid foundation for their future research work. In this paper, we take as an example the basic scientific research skills training course for graduates at the Peking University Third Hospital, and expound the design and implementation of this training from three aspects: teaching objectives, group of teachers and teaching modules. Evaluate teaching effectiveness through course grades, questionnaire surveys, and teacher-student interviews. The results showed that 11 graduate students (20.4%) achieved a grade of “A-” or higher, while the remaining students′ grades were distributed between “B” and “B+”. Among the 54 valid questionnaires, 52 students (96.3%) and 50 students (92.6%) thought that the course was helpful to improve their practical and innovative abilities. Also, 48 students (88.9%) considered that the research training courses are very helpful for the implementation of the project. Among the 26 students who participated in the discussion, 22 students (84.6%) gave positive comments on the course content and teaching form. Combined with the results of questionnaire survey and discussion, this course should be updated in the teaching content and form in a targeted and timely manner. The establishment of basic research skills training course for graduates in clinical hospitals is helpful to cultivate graduates′ comprehensive scientific research ability and accomplishment. Appropriate curriculum innovation is beneficial to the promotion of teaching.

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Construction and application of internship training for three-year undergraduate of radiation therapy technology

Chen Xingyu, Li Nan, Zhao Tiandi, Sun Bo, Wang Jidong, Wang Hao, Xu Fei, Wang Junjie, Jiang Ping

2025, 45 (3): 225-229. DOI: 10.3760/cma.j.cn115259-20240624-00644

Abstract ( 18 )

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Radiotherapists play a crucial role in the radiation therapy process for cancer patients. Radiation therapy technology is designated to train radiotherapists, while its internship training has not yet been standardized and is still in the exploratory stage. In order to cultivate the technical skills and comprehensive qualities of students majoring in radiation therapy technology, this study attempts to establish internship training program of radiation therapy technology for this specialty from the aspects of teaching objectives, teaching plan, teaching methods, effect evaluation. From May 2020 to July 2022, this study was conducted among 42 students enrolled in the three-year radiotherapy technology program at Shandong Medical College, who were undertaking their internships in the radiotherapy departments of Peking University International Hospital and Peking University Third Hospital. At the end of internship period, the interns scored (92.06±6.28) points at theoretical knowledge assessment and (91.52±7.47) points at clinical practice assessment. The supervising teachers rated the students′ understanding of new developments in radiation therapy and their research learning situation as (4.36± 0.28) points and (3.46±0.58) points, respectively. The students′ satisfaction score for the internship was (4.62 ± 0.47) points, with 95.2% (40/42) of students believing that their theoretical knowledge and clinical skills had improved, 40.5% (17/42) believing that their radiotherapy quality control abilities had improved, and 31.0% (13/42) believing that their research capabilities had improved. The implementation of internship training program helps to enhance the theoretical knowledge and clinical skills of students in the radiation therapy technology program, but there is still room for improvement in the cultivation of radiation therapy quality control abilities and research capabilities.

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Analysis of the mentor team and enrollment situation for professional degree doctoral students in general practice

Zhang Xueyuan, Tang Gongzheng, Song Yongye, Wu Zijing, Jia Jinzhong

2025, 45 (3): 230-234. DOI: 10.3760/cma.j.cn115259-20240607-00572

Abstract ( 18 )

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Objective To conduct an in-depth analysis of the faculty and enrollment situation for doctoral students in general practice, and to inform the development of the discipline of general practice. Methods A combination of website research and data analysis, surveys were utilized to collect and organize information on doctoral supervisors in general practice from 23 sample institutions that enrolled doctoral students in this field from 2021 to 2023. Descriptive statistics were used to present the number, structure, distribution, enrollment numbers, and directions of enrollment of the doctoral supervisors in general practice. Results The 23 sampled institutions have a total of 78 doctoral supervisors in general practice. In terms of gender, males account for 56.4% (44/78). In terms of age, supervisors aged 45-59 account for 56.4% (44/78). In terms of educational background, 84.6% (66/78) supervisors have a doctoral degree. In terms of professional titles, supervisors with senior professional titles, account for 92.3% (72/78). In terms of regional distribution, the numbers of supervisors were highest in the Southwest and East China regions, each accounting for 21.8% (17/78). A total of 100 doctoral students were enrolled from 2021 to 2023. The average number of students enrolled per institution was predominant in the Southwest and South China regions, with an average of 7 students each. The enrollment scale in the northwest region was the smallest (1.7). In terms of supervisors′ enrollment (research) directions, they were quite scattered, predominantly focusing on specialized fields such as public health, endocrinology and metabolism, and cardiovascular diseases. Conclusions Several issues are identified in this study, such as the limited number of institutions enrolling doctoral students in general practice, the small scale of enrollment, the uncoordinated regional development, and the weak faculty team. In response to these, it is recommended to strengthen top-level design at the national and university levels, improve relevant national policies, encourage institutions with enrollment qualifications to recruit students (especially encouraging leading universities to play an exemplary role), optimize the structure of the faculty team and the allocation of talent resources, and standardize the research directions of supervisors in general practice.

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An exploration of constructing an assessment tool for the implementation of medical scenario-based simulation based on Delphi-AHP method

Wang Jiayu, Shi Ting, Xu Lingling

2025, 45 (3): 235-240. DOI: 10.3760/cma.j.cn115259-20240116-00058

Abstract ( 40 )

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Objective To construct an assessment tool for the implementation of scenario-based simulation. Methods From November 2023 to January 2024, 10 healthcare simulation education experts from various clinical specialties and different regions across the country were selected for the inquiry. Through literature review and Delphi expert consultation, the items of the assessment tool were determined, and the weights of the indicators were determined through the analytic hierarchy process. Results The expert positive coefficients of the two rounds of consultation were both 100%, and the authority coefficients were both 0.975. Kendall coefficients of the two rounds of consultation were respectively 0.143 and 0.117(P<0.01). An assessment tool for the implementation of scenario-based simulation was formed, including 4 first-level items, 12 second-level items, 36 third-level items. The results of the analytic hierarchy process showed that the CR values of each matrix of three-level items were all less than 0.001, which met requirements of the consistency test. Conclusions The assessment tool for the implementation of scenario-based simulation constructed in this study is objective and reliable, providing reference and basis for objective assessment and guidance of the implementation of scenario-based simulation.

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