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01 October 2025, Volume 45 Issue 10 Previous Issue   
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Special Articles
Curriculum Reform and Development
Teaching Methods
Educational Technologies
Clinical Teaching
Graduate Education
Standardized Residency Training
Medical Education Assessment


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Special Articles

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WFME global standards for quality improvement of medical education in postgraduate medical education (the 2023 Revision) Issued by the World Federation for Medical Education, Translated by Guan Peixuan, Ju Hui, Li Ye, Yang Ying 2025, 45 (10):  721-734.  DOI: 10.3760/cma.j.cn115259-20250206-00118 Abstract ( 5 )   PDF (977KB) ( 3 )   The World Federation for Medical Education (WFME) has published the Global Standards for Quality Improvement of Medical Education in Postgraduate Medical Education (the 2023 Revision), providing a guiding framework to enhance the quality of postgraduate medical education worldwide. The standards are based on principles rather than specific regulations, emphasizing localization according to diverse social, cultural, and resource contexts. The framework encompasses eight key domains: mission and values, curriculum, assessment, postgraduate doctors, teachers and clinical supervisors, educational and training resources, quality enhancement, governance and management. Designed to promote flexibility, the standards encourage institutions to adapt them to their specific contexts and needs. By fostering continuous quality improvement, they aim to advance the caliber of postgraduate medical education globally, ultimately contributing to improved health outcomes for patients and communities. Related Articles | Metrics

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The historical evolution of programmatic assessment and its application in clinical teaching practice Qi Xin 2025, 45 (10):  735-739.  DOI: 10.3760/cma.j.cn115259-20250626-00715 Abstract ( 5 )   PDF (945KB) ( 5 )   Programmatic assessment has undergone stages of emergence, evolution, entrenchment, and practical application, ultimately forming a framework of low-stakes assessment- intermediate review-high-stakes decision-making. From the perspective of educational design, programmatic assessment integrates various assessment methods into the educational process based on competency objectives, closely aligning assessment with teaching to achieve assessment for learning and assessment as learning. Programmatic assessment emphasizes concepts including systematic information integration, continuous longitudinal assessment, and the continuum of stakes, while adopting approaches like test-enhanced learning, overlearning, distributed learning, interleaved learning to accelerate personalized learning for learners. It is essential for medical educators in China to recognize, understand, and apply programmatic assessment in clinical education, adjust the existing information systems and regular teaching practices, promote the application of artificial intelligence, and avoid potential risks, thereby effectively implementing competency-based medical education.     References | Related Articles | Metrics

Curriculum Reform and Development

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Construction and practice in freshman seminars for the dental technology majors Wei Jianlong, Chen Zhong, Tian Jumei, Zhang Boliang 2025, 45 (10):  740-743.  DOI: 10.3760/cma.j.cn115259-20240809-00838 Abstract ( 3 )   PDF (863KB) ( 3 )   To enhance professional identity formation among 98 dental technology freshmen,a seminar course was designed for the 2023 undergraduate cohort at Xiamen Medical College. The results of the questionnaire survey after the end of the course showed that the students' after-class professional understanding score was (3.60±0.86) points, higher than the pre-class (2.47±0.65), and the professional identity (3.47±0.74), which was higher than the pre-class (3.17±0.65) (all P<0.05). The course achieved 77.1% (74/96) satisfaction, while 84.4% (81/96), 81.3%(78/96),97.9%(94/96), and 87.5% (84/96) of students reported improved time management, their self-study ability, communication, and teamwork skills respectively. This seminar effectively promotes professional engagement and transversal competency development. References | Related Articles | Metrics

Teaching Methods

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The establishment and evaluation of a progressive teaching method for general dental practice Zhu Wenhao, Qiao Di, Wu Di, Wang Lin, Pan Jie 2025, 45 (10):  744-747.  DOI: 10.3760/cma.j.cn115259-20240613-00595 Abstract ( 6 )   PDF (836KB) ( 13 )   General dentistry requires competence in multiple sub-specialties. Advanced training is a crucial approach to enhancing dentists' professional standards. Since 2011, the Department of General Dentistry,Peking University School and Hospital of Stomatology has offered a one-year general dentistry advanced training program. This program is divided into two phases: the first phase (weeks 1~12) focuses on standardized skill training, while the second phase (weeks 13~48) emphasizes the development of comprehensive clinical thinking and skill refinement. To address issues in the first phase, such as monotonous training methods, lack of operational evaluation, and insufficient cultivation of patient-care awareness, this study designed a ″progressive teaching method″. This approach improved the process through hierarchical assessments and standardized scoring. The method was implemented with 18 trainees from the 2022-2023 grades, and its effectiveness was evaluated. Results showed a significant difference between the trainees' initial assessment scores [2.00 (1.00)] and their progressive assessment scores [4.25 (0.35)], P<0.001. The interquartile range decreased from 1.00 to 0.35, indicating improved homogenization of skills. Both instructors and trainees recognized the progress in professional skills. After clinical concept training, improvements were observed in the identification of the chief complaint tooth, systemic condition assessment, and the concept of cpatient-care awareness. This teaching method contributes to the homogenization of professional levels of dentists in the short term and lays a foundation for subsequent training. References | Related Articles | Metrics

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Visual analysis of the application of debriefing in nursing education both in China and in the world Liu Cuiping, Hu Juan, Bu Xiaolong, Sun Xia 2025, 45 (10):  748-753.  DOI: 10.3760/cma.j.cn115259-20240903-00916 Abstract ( 3 )   PDF (1043KB) ( 2 )   Objective To review the current research status and development trends in the field of debriefing in nursing simulation education,by analyzing relevant literature in the field over the past 20 years,so as to provide guidance for future research directions in nursing education. Methods Using data from the Web of Science database and CNKI,we conducted a literature search on debriefing in nursing simulation education from inception to 2024.Visual analysis of these articles was performed using CiteSpace software.Results This study included a total of 740 English articles and 41 Chinese articles,showing an overall increasing trend in publication volume.The majority of publications originated from the United States.The research focus predominantly lies in nursing education and simulation teaching.At the forefront of research are simulation teaching practice standards and studies on teaching effectiveness.Conclusions Debriefing is increasingly capturing the attention of international nursing educators,yet there is room for improvement in the quality of the literature.Enhancing the depth and breadth of debriefing in nursing simulation education can be achieved through conducting rigorous randomized controlled trials. References | Related Articles | Metrics

Educational Technologies

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Generative artificial intelligence driving the digital transformation of medical education: challenges and implementation pathways Zhang Yuan, Wu Bohan, Tang Bin, Li Zhenglin, Yi Minhan 2025, 45 (10):  754-759.  DOI: 10.3760/cma.j.cn115259-20241212-01292 Abstract ( 3 )   PDF (1010KB) ( 2 )   Generative AI brings opportunities for advancing the digital transformation of medical education in areas such as handling highly abstract medical concepts, simulating clinical scenarios, and providing personalized medical teaching interactions. This article, based on the practical needs of digital transformation in medical education, analyzes the opportunities, risks, and implementation pathways of applying generative AI in medical education. It proposes a four-dimensional practical framework of ″literacy-resources-teaching-governance″ and emphasizes that the digital transformation of medical education empowered by generative AI must always adhere to the principle of ″physician-centeredness.″ References | Related Articles | Metrics

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Exploring the teaching method of medical statistics based on the development of self-media platform Ding Shangzhen, Jiang Ruoyou, Wang Ruotong, Wang Siyuan, Chen Yanfeng, Shen Xindi, Sheng Yueying, Luo Yingyi 2025, 45 (10):  760-762.  DOI: 10.3760/cma.j.cn115259-20241029-01125 Abstract ( 4 )   PDF (820KB) ( 6 )   With the development of internet technology, the conventional lecture-based teaching method is no longer sufficient to fulfill the requirements of medical education. To explore and innovate the teaching methods of medical statistics in the internet era and boost students' active engagement in learning the subject. Shanghai University of Medicine and Health Sciences Epidemiology and Health Statistics teaching team, adhering to the student-centered philosophy, has created the ″Campus Statistics Star″ WeChat public account and Bilibili self-media platform. By creating self-media content, students internalize and apply medical statistical knowledge and skills, then output it in the form of 5-10 minute short videos, thereby becoming active learners of statistics. In December 2024, a survey was conducted on the effectiveness of the medical statistics classroom teaching for 66 students majoring in Health Inspection and Quarantine from the class of 2022 at Shanghai University of Medicine and Health Sciences. The results showed that 57 (86.4%) students had been following ″Campus Statistics Star″ WeChat public account and Bilibili self-media platform for a long time, and 23 (34.8%) students had participated in the recording of small instructor videos for the ″Campus Statistics Star″ self-media platform. During this process, 23 (100.0%) of them believed that it deepened their understanding of medical statistical knowledge points, and improved their mastery of medical statistical skills, 21 (91.3%) students thought it enhanced their ability to explore and learn, 18 (78.3%) students found that it stimulated their interest in learning, and 20 (87.0%) students felt that they gained a sense of achievement and value. The adoption of self-media platforms in medical statistics education has reshaped traditional teaching approaches, fostering students' active engagement in medical statistical learning and consequently boosting instructional efficacy of medical statistics. References | Related Articles | Metrics

Clinical Teaching

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Bibliometric analysis of teaching and research literature in hepatobiliary surgery in China Wang Yadong, Liu Fengyue, Liu Mingkun, Jin Bin, Zhu Min, Liu Chongzhong, Fu Chunli, Zhang Yuankai, Xu Qianqian 2025, 45 (10):  763-767.  DOI: 10.3760/cma.j.cn115259-20240904-00927 Abstract ( 3 )   PDF (947KB) ( 5 )   Objective To discuss the history, present situation and hotspot for researches of Hepatobiliary Surgery education in China.Methods Relevant literature published in China National Knowledge Infrastructure (CNKI), Wanfang Data Knowledge Service Platform and VIP Database for Chinese Technical Periodical was searched from database establishment to July 12, 2024. Bibliometric analysis was performed using CiteSpace(6.3.R1) and Vosviewer(1.6.20) softwares.Results A total of 482 publications were included. The highest annual output was in 2021, with 81 publications. The institution with the highest number of publications was the Eastern Hepatobiliary Surgery Hospital of the Second Military Medical University. Keywords cluster analysis identified 7 clusters: hepatobiliary surgery, clinical teaching, standardized training, PBL teaching method, clinical probation, education reform, and three-dimensional visualization. Standardized training for resident physicians was identified as a current research hotspot.Conclusions Research on hepatobiliary surgery education in China has begun to take shape, with teaching methods and teaching reform being key focuses. However, more extensive and in-depth collaborative research is still needed.     References | Related Articles | Metrics

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Exploration of the 8-3-2 integrated consultation strategy in medical history taking education Sun Junsheng, Yuan Fuzhen, Yao Dingye, Zhang Eryao, Ren Jingjing 2025, 45 (10):  769-773.  DOI: 10.3760/cma.j.cn115259-20241101-01135 Abstract ( 2 )   PDF (888KB) ( 1 )   Aiming to address the existing problems in medical history taking education, this study innovatively proposes the 8-3-2 integrated consultation strategy. This strategy incorporates eight elements of traditional consultation, three dimensions of ICE (Ideas, Concerns, and Expectations) consultation, and two techniques of open-ended and closed-ended questioning, establishing a systematic framework for medical history taking. The PROVIDe implementation steps were designed and applied in teaching practice through methods such as mind mapping, scenario-based memorization, and scenario practice. Preliminary results showed that trained interns demonstrated significant improvement in their medical history taking ability scores [(7.13±1.46) vs.(10.94±1.60),P<0.001]. The 8-3-2 integrated consultation strategy provides medical students with a more systematic framework for present illness history taking, effectively enhancing their clinical thinking abilities and doctor-patient communication skills, thus offering new insights and methods for reforming medical history taking education. References | Related Articles | Metrics

Graduate Education

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Outcomes of incorporating Master's degree students specializing in neurology into standardized residency training programs Xie Chunge, Ma Tengyun, Zhang Yuhu 2025, 45 (10):  774-776.  DOI: 10.3760/cma.j.cn115259-20240812-00841 Abstract ( 4 )   PDF (836KB) ( 9 )   Objective To evaluate the training outcomes of incorporating Master's degree students specializing in Neurology (hereafter referred to as professional master's students) into standardized residency training for residents, with the Objective of offering insights for the formulation of a scientific and rational training curriculum.Methods Professional master's students and residents engaged in standardized residency training (hereafter referred to as residency trainees) within the Department of Neurology at Guangdong Provincial People's Hospital Southern Medical University between 2022 and 2024 enrolled in the study. The initial medical licensing examination, as well as exit and annual examination results were collected and analyzed. Inter-group comparisons were conducted using Fisher's exact test, independent samples t-tests or Mann-Whitney U tests.Results All 19 professional master's students passed the initial medical licensing examination, while 15 out of 16 residency trainees achieved the same outcome. There were no significant differences in exit theoretical examination [80(18) vs. 82(12)], operation examination [91(9) vs. 93(5)], and annual examination [(80.33±5.35) vs. (81.70±4.10)] between the professional master's students and residency trainees (all P>0.05).Conclusions Incorporating professional master's students into standardized residency training does not compromise the standardization requirements for training outcomes in residency programs. References | Related Articles | Metrics

Standardized Residency Training

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Effectiveness of perioperative safety culture education for standardized residency trainees in obstetrics and gynecology Li Xiaoyan, Chen Weiming, Li Hao, Wang Shouping 2025, 45 (10):  778-782.  DOI: 10.3760/cma.j.cn115259-20250321-00311 Abstract ( 2 )   PDF (891KB) ( 1 )   Objective To evaluate the impact of perioperative safety culture education in anesthesiology on standardized residency trainees in obstetrics and gynecology.Methods In December 2024, the Department of Anesthesiology at Guangzhou Medical University Affiliated Third Hospital conducted a cross-sectional study using random sampling. A validated questionnaire adapted from the patient safety culture scale was administered via questionnaire star platform to 104 obstetrics-gynecology resident trainees who had completed or were currently undertaking anesthesia rotations. Descriptive statistics were used for data analysis.Results Among the questionnaires, 91 valid responses were obtained. The full participation rate in safety culture education reached 95.6% (87/91). Key outcomes demonstrated that 98.9% (90/91) found the education highly beneficial personally, while 96.7% (88/91) reported enhanced anesthesia risk awareness. Trainees showed significant improvements in patient communication[ 97.8% (89/91) ], postoperative monitoring focus[94.5% (86/91)], and attention to clinical details[98.9% (90/91) ]. Additionally, 92.3% (84/91) observed accelerated patient recovery, 96.7% (88/91) noted better interdisciplinary collaboration with anesthesiologists, and 98.9% (90/91) developed stronger professional responsibility. Crucially, 96.7% (88/91) expressed increased willingness to participate in quality control activities with enhanced professional identity.Conclusions Perioperative safety culture education effectively elevates safety awareness, clinical competencies, teamwork capabilities, and professionalism among obstetrics-gynecology resident trainees, ultimately improving healthcare quality. References | Related Articles | Metrics

Medical Education Assessment

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Analysis of the reform process of the Traditional Chinese Medicine Classics Competency Grading Examination based on the multiple streams framework Li Bingxin, Gu Xiaohong, Yuan Na, Zhang Xiaoyong, Jiao Nan 2025, 45 (10):  783-787.  DOI: 10.3760/cma.j.cn115259-20250113-00038 Abstract ( 2 )   PDF (889KB) ( 1 )   As a pivotal initiative to elevate the quality of Traditional Chinese Medicine (TCM) classical education, the reform logic and driving mechanisms behind the Traditional Chinese Medicine Classics Competency Grading Examination require thorough investigation. Guided by Kingdon's multiple streams framework, this study systematically analyzes the reform process of this examination from 2016 to 2025. The findings indicate that the problem stream encompasses regional disparities in the quality of TCM classical education, insufficient student emphasis on TCM canonical texts, and the declining efficacy of traditional assessment methods. The policy stream originates from institutional practices of tiered examinations and expert consensus, while the political stream is driven by the national policy directive of “Inheriting the essence, upholding authenticity, and fostering innovation” along with growing public demand for the preservation and development of TCM culture. These three streams converged at the policy window opened during the 2019 National Chinese Medicine Conference, leading to the establishment of the standardized examination. This analytical model, grounded in the multiple streams framework, clearly explains the dynamic connections between problem identification, solution development, and political mobilization in medical education reform. It helps to better understand the underlying logic and driving mechanisms of changes in medical education policy. References | Related Articles | Metrics

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Development and reliability and validity test of the current situation and effectiveness evaluation scale of integrated ideological and political education in nursing from students' perspective Wan Lihong, Pan Junhao, Zhang Qi, Wang Xiaodan, Yang Duoduo, Li Zhuoran 2025, 45 (10):  788-795.  DOI: 10.3760/cma.j.cn115259-20241129-01231 Abstract ( 3 )   PDF (944KB) ( 1 )   Objective To develop the current situation and effectiveness evaluation of integrated ideological and political education (CSEE-IIPE) Scale in nursing from students' perspective.Methods Based on the CIPP (Context, Input, Process, Product) evaluation model and education ecology theory as the theoretical framework, the initial version of CSEE-IIPE was developed through Delphi expert consultation. From June to July 2024, 1 311 fresh graduates in nursing in 28 provinces (autonomous regions and municipalities) were surveyed using the convenience sampling method.Results The positive coefficients of consultation with experts was 100.0%, 100.0% and 95.0%; the expert authority coefficient was 0.908. The mean importance scores of items were 4.26~5.00,and the full score ratios were 36.8%~100.0%, the coefficients of variation were 0~0.17, the Kendall's coefficient of harmony was 0.155 (P＜0.001). The content validity indexes of item level were 0.95～1.00, and the content validity index of scale level was 0.95. The results of confirmatory factor analysis showed that the fit indexes were χ2/df=2.75,CFI=0.952,TLI=0.949,SRMR=0.032,RMSEA=0.037,CR=0.738~0.934,AVE=0.779~0.969,indicating a good fit. The Cronbach's α coefficient of the CSEE-IIPE Scale was 0.990; the split half reliability was 0.963; the retest reliability was 0.797. The CSEE-IIPE Scale included 44 items in 9 dimensions.Conclusions The CSEE-IIPE Scale in nursing from students' perspective has good reliability and validity. It can be used as a reliable tool to objectively evaluate the quality of integrated ideological and political education in nursing major. References | Related Articles | Metrics

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A mixed-methods study on the evaluation of the caring ability of nursing students from the perspective of standardized patients Zhu Xuemei, Su Han, Gao Xueqin, Du Xin, Cui Yan 2025, 45 (10):  796-800.  DOI: 10.3760/cma.j.cn115259-20250123-00095 Abstract ( 2 )   PDF (887KB) ( 1 )   Objective From the perspective of standardized patients (SP), this study evaluates the humanistic care ability of nursing students, explores the existing problems, and proposes corresponding solutions.Methods From June to July 2023, a mixed research method based on interpretive sequence design was adopted. Using cluster sampling, 58 students from the 2019 class of the nursing major at a certain medical university in Harbin were selected as the survey subjects. Descriptive analysis was conducted on the scores of students' humanistic care ability in the Objective structured clinical examination. Based on the evaluation results, one-on-one semi-structured interviews were conducted with the SPs.Results The SPs' evaluation scores on students' humanistic care competence showed that compared with other OSCE stations, students scored lower at the nursing skill operation station and the medical order execution station, with scores of (17.40±1.19) points (full score: 20 points) and (7.74±0.98) points (full score: 10 points) respectively. Three themes were extracted from the interview results: (1)Students perceive and judge that patients lack care and emotional needs; (2)Lack of flexibility in students' communication with patients; (3)The level of professional skill operation and humanistic care competence are equally important and mutually influential.Conclusions Nursing students need to improve their abilities to perceive and judge others' care needs and emotional needs, as well as their communication skills. There is a mutual influence between students' professional skill operation level and humanistic care competence. In the future, in-depth research and exploration can be conducted in this field. When formulating nursing education reform strategies, full consideration should be given to the interaction relationships and mechanisms among students' emotional intelligence, communication skills, professional skill operation level, and humanistic care competence. References | Related Articles | Metrics