Objective To investigate the role of participation in academic student associations in enhancing the scientific innovation capability and comprehensive quality of undergraduate medical students. MethodsThis study was conducted from November to December 2022. Undergraduate medical students majoring in clinical medicine (five-year program) in grade 2017 and 2018 at West China School of Medicine of Sichuan University were included in the study. These students were divided into two groups based on their participation in a five-star academic student associations of West China School of Medicine: the exposure group and the control group. The study compared the average scores of compulsory courses during the first four years of undergraduate study, competency multi-station assessment scores, comprehensive quality assessment scores, and scientific innovation capability between the two groups. Subgroup and stratification analyses were also conducted based on grade level and average scores of compulsory courses. Results A total of 433 students were surveyed. Among them, there were 348 students in the control group and 85 students in the exposure group. The average scores of compulsory courses, competency multi-station assessment scores, comprehensive quality assessment scores, and scientific innovation capability of students in the exposure group were higher than those of students in the control group (P＜0.05). Similar results were observed in subgroup analysis by grade level. The sub group analysis of the average scores of compulsory courses showed that in tertileⅠ(≥ 85 and ≤ 100 points) and tertileⅡ (≥ 80 and<85 points), the competency multi-station assessment scores, comprehensive quality assessment scores, and scientific innovation capability of the exposure group were higher than those of the control group (P<0.05). However, in tertile Ⅲ (>0 and<80 points), the exposure group showed better scores in competency multi-station assessment scores and scientific innovation capability than the control group (P<0.05). Conclusion Participation in academic student associations can effectively improve the scientific innovation capability and comprehensive quality of students with medium and above grades.
Objective To evaluate the effectiveness of combining three-dimensional printing (3DP) models with three-dimensional visualization (3DV) technology in the teaching of thoracoscopic sublobar resection. Methods From March 2024 to June 2025, 150 interns were randomly assigned by envelope method to the 3DV, 3DP, and combined (3DV+3DP) groups. Three theoretical tests and score changes were used to assess short- and long-term teaching outcomes, and a questionnaire survey was conducted to analyze learning experience. Results After teaching, scores improved significantly in all groups (P<0.001), with the greatest increase in the combined group (47.18±5.81), which was higher than the 3DV and 3DP groups (P<0.001 and P=0.002, respectively). At 1 month, scores declined in all groups (P=0.028), but the combined group showed the smallest decrease (−6.94 ± 6.05). The combined group also showed the most pronounced advantage in spatial cognition (38.0%). Conclusion Innovative 3DP+3DV instructional model improves sublobar lung resection teaching and shows better long-term retention and spatial cognition.
Objective To investigate the decision-making situation of doctors in the township hospitals in Gaolan, Gansu province, and to discuss its scientificity and rationality. Methods Self-designed questionnaire was adopted to investigate the clinical decision-making situation of 108 doctors from 7 township hospitals in Gaolan county. The investigation contained three parts as follows: basic information of respondents, general information of clinical decision-making evidence, and comparison between respondents’ decision-making situation and current best clinical evidence. Results Among the total 108 questionnaires distributed, 89 valid were retrieved. The feedback showed that 79% of the doctors diagnosed and treated patients in accordance with medical textbooks; 53% took curative effect into consideration in the first place; 33% failed to consider patients’ willingness properly when making clinical decisions; and 52% made clinical therapy regimen for common diseases based on the evidence which was different from that in BMJ published Clinical Evidence. Conclusion While making clinical decisions, doctors in the township hospitals do not adequately refer to the best clinical evidence as their decision-making basis, and fail to take patients’ value and willingness into consideration properly. It is necessary to promote the concept of evidence-based medicine and spread the best evidence in the township health departments.
Rare diseases are a collective term for a category of diseases with extremely low incidence or prevalence rates. They are characterized by a variety of diseases, difficult diagnosis, complex conditions, etc. Only about 5% of rare diseases have treatment drugs. They impose a heavy burden on society and the families of rare diseases patients, and are a major global challenge. Rare diseases medical talents are an important component of the development of the rare diseases industry. After years of practical exploration, the construction of rare diseases medical talent training systems at home and abroad has gradually achieved results. This article analyzes the current situation of medical talent cultivation in the field of rare diseases, and proposes thoughts and suggestions for the cultivation of rare diseases medical talents in China, providing reference for the construction of the rare patient talent system.
It has always been an important policy of the Chinese government to provide aid and assistance for the development of Tibet. With nearly one-eighth of China’s total land areas and about 0.002% of China’s total population, the Tibet Autonomous Region lags behind the domestic average level in medical education and is in bad need for medical professionals. The West China Center of Medical Sciences (WCCMS) of Sichuan University has managed to introduce US projects to set up the West China–Tibet Telemedical Education System to transmit medical courses in a real-time and interactive way. Based on this system, WCCMS has established a model for assisting the Tibet University Medical College through transmitting medical courses, training their medical faculty, sending WCCMS faculty to work in Tibet and admitting medical teachers and students from Tibet to study and be trained at West China Medical School and Hospital.
Artificial intelligence (AI) technologies, encompassing virtual reality, augmented reality and adaptive learning platforms, offer immersive and personalised opportunities for undergraduate orthopaedic education. However, their adoption is hindered by limited faculty acceptance, data privacy and ethical risks, and disparities in educational resources. This study examines the opportunities and challenges of AI integration in orthopaedic teaching and proposes strategies including systematic AI training, strengthened data protection, resource sharing, and blended learning models. These measures aim to enhance the quality of learning for students and educators while fostering innovation and progress in medical education.
Objective To explore the application effect of the four-dimensional teaching library model in the training of neuroinfection subspecialty continuing physicians, and compare it with traditional rotational training. Methods Continuing physicians who received training in the Department of Neurology of Xuanwu Hospital, Capital Medical University between March 2021 and February 2023 were selected. The continuing physicians who received traditional rotational training between March 2021 and February 2022 would serve as the control group, and the continuing physicians who received four-dimensional teaching library model training between March 2022 and February 2023 would serve as the experimental group. The Mini-CEX scale was used to evaluate the clinical comprehensive abilities of two groups of continuing physicians. At the same time, self-made questionnaires were used to evaluate the evaluation of two groups of continuing physicians on different teaching modes. Results A total of 55 continuing physicians were included. Among them, there were 27 people in the control group and 28 people in the experimental group. There was no statistically significant difference in the comparison of general information between the two groups (P＞0.05). At the time of graduation, all items on the Mini-CEX scale in the experimental group were higher than those in the control group (P<0.05). The survey questionnaire results showed that the experimental group scored higher than the control group in terms of improving learning interest, improving self-learning ability, improving clinical thinking, improving analysis and problem-solving ability, improving doctor-patient communication ability, and increasing teamwork (P<0.05). Conclusion The application effect of the four-dimensional teaching library model in the training of neuroinfection subspecialty continuing physicians is better than that of traditional rotational training, which can significantly improve the clinical comprehensive ability of continuing physicians and is worth promoting.
Simulation-based medical education is becoming increasingly common. In this paper, the status and goal of SBME development is analyzed after a brief introduction of SBME. Secondly, the essentiality and possibility of bringing SBME to a situated paradigm are clarified, because there are rich implications for situated cognition as the theory foundation of SBME. As a main discussion point, eight practical situated designing principles for SBME in theoretical and practical contexts are then expounded. Finally, a specific attitude toward the relationship between theory and practice for the SBME teachers is also elucidated.
ObjectiveTo investigate the situation of further medical education in students in our hospital from 2010 to 2014, and provide insights into how to elevate the teaching and management quality of continuing medical education (CME). MethodWe collected and statistically analyzed the electronic information of students in our hospital between January 2010 and 2014 December, including gender, ethnicity, age, education, and job title. ResultsThere were totally 7 478 students who received further education in the five years, and most of them were between 26 and 35 years old with junior titles and bachelor's degree. The number of students from minorities, county hospitals, medical school affiliated hospitals, provincial hospitals and hospitals from other provinces increased year by year. But there were still some problems in the present situation of further medical education in our hospital, including: lacking detailed publicity work, complicated student sources, different working capabilities of the students, and difficult regulation of uniform education planning. ConclusionsTo solve the problems, we need to properly balance the number of students and the quality of the training, make scientific enrollment plan, strengthen the CME publicity work, improve the quality of students, draw up differentiation cultivation plan, strictly implement examination and evaluation, and constantly improve the information feedback system.
Objective To optimize the medical humanities training course in postgraduate medical education. Methods From 2018 to 2020, based on instructional system design (ISD) model of the “analyze-design-exploit-implement-assess” 5 steps, the current situation and existing problems were analyzed through literature review, and the postgraduate trainees’ cognitions and demands for the training course were surveyed. According to the content of the questionnaire, the curriculum was designed and implemented, and the curriculum satisfaction survey was conducted. Results A total of 532 postgraduate trainees participated in the cognitions and demands questionnaire survey, and the postgraduate trainees had high demands for humanistic training courses (88.53%). A total of 827 postgraduate trainees participated in the curriculum satisfaction survey. The trainees’ satisfaction to the training courses was more than 90%. Conclusion The medical humanities training courses based on ISD model get good results, which can provide a useful reference for the curriculum design of medical humanities education in each stage.