Objective:To evaluate the cognitive status for oral genetics among graduate students of stomatology, and to provide advice for teaching reform and design of oral genetics course.Methods:A questionnaire survey was conducted among first-year graduate students of stomatology in Medical School of Nanjing University enrolled in the academic year of 2022-2023. The questionnaire was designed for "Assessing cognition and attitudes towards oral genetics" and included four parts: assessment of students' level of awareness and knowledge about oral genetic disorders; understanding the role of genetic factors in stomatology; the causes of oral diseases; and awareness of oral genetic disorders and rare oral diseases. Students completed the questionnaire anonymously and voluntarily at the beginning and end of the course. Excel 2013 was used for data processing. SPSS 21.0 was used for rank sum test, chi-square test, and t-test for paired samples. Results:A total of 58 questionnaires were recovered (recovery rate 89.66%) and 52 questionnaires were valid (26 each at the beginning and end of the course). A total of 26 students aged (24.73±1.28) years were enrolled and 69.23% of the students treated patients with oral genetic disorders. Their knowledge of oral genetics increased significantly after the course ( Z=-3.74, P<0.001). Their familiarity with the number of rare oral diseases and oral genetic disorders increased significantly after the course [(18.34±8.61) vs. (29.69±10.39), t=5.95, P<0.001]. Conclusions:Students generally realize the importance of genetics in stomatology. The implementation of the course helps to improve students' cognition and clinical diagnosis and treatment of oral genetic diseases.

Objective:To investigate the application effect of entrustable professional activities (EPAs) in competency evaluation of dermatology residents, to practice the goal of hierarchical progressive training for EPAs competency in dermatology residents, and to improve the competency of physicians.Methods:A questionnaire survey was conducted among 8 clinical instructors and 165 residents who received standardized residency training in Department of Dermatology, The First Affiliated Hospital of Jinzhou Medical University, from September 2019 to September 2022, and self-assessment and trainer-assessment were performed based on EPAs. The Kruskal-Wallis H test and the Mann-Whitney U test were used for comparison of entrustable level between the dermatology residents of different grades. Results:The scores of both trainer-assessment and self-assessment based on EPAs increased with the increase in the grade of the resident physicians, and the resident physicians of the third year (the PGY3 group) had the highest levels of trainer-assessment and self-assessment based on EPAs. The resident physicians of all grades showed relatively low assessment scores of EPA4 (making a medical decision), EPA8 (recognize a patient requiring urgent or emergent care and initiate evaluation and management), EPA14 (clinical teaching), and EPA15 (public health events management). There were significant differences in all EPAs items of trainer-assessment and self-assessment between the residents of different grades (Kruskal-Wallis test, P<0.05). There was a significant difference in trainer-assessment between PGY1 and PGY2 and between PGY1 and PGY3 (Bonferroni P correction, P<0.05), while there was no significant difference between the PGY2 and PGY3 groups ( P>0.05). Conclusions:There are differences in the evaluation of EPAs in dermatology residents of different grades, and hierarchical progressive training of EPAs competency can effectively improve the clinical competency of dermatology residents. Given the inconsistency between the scores of self-assessment and trainer-assessment, it is necessary to improve the feedback plan in the future.

In order to cultivate high-level medical talents, introducing information technology into medical teaching, the teaching faculty of the "Medical Functional Experiment" course constructed and explored an online-offline hybrid experimental problem-based learning (PBL) model guided by hypoxia pathophysiology problems. We explore the teaching method, implementation process, assessment, and effect evaluation of the experimental PBL model from the aspects of teaching objects, online teaching platform setting, and offline application, and also discuss its academic innovation points and application value. We hope to provide ideas for integrating the PBL concept into experimental teaching and help cultivate excellent innovative medical talents.

Based on the investigative research of the construction, implementation, and assessment of ideological and political education in the Cardiology curriculum at Tongji University, three main problems were concluded: the teaching methods were not suitable for the current needs of ideological and political construction in the curriculum; the professional knowledge teaching and ideological and political education were disconnected; and the quality of teaching evaluation was not high. The teaching team conducted detailed research and exploration through reforming the teaching mode, building an ideological and political material library and innovating the integration of ideological and political education with the curriculum, and innovating the evaluation system for the professional learning and ideological and political education of the curriculum, and designed an innovative method to implement curriculum ideology and politics based on material library refining combined with investigation feedback. Teaching practice verified that the method could effectively solve the three problems. The effectiveness monitoring after class demonstrated that the new method achieved the expected results, and the ideological and political construction of the Cardiology curriculum had significant improvements, proving that the method is practical and worth being promoted.

As the "main force" for providing health services, there has been a constant increase in the number of health service and management graduates in recent years, but with a lack of satisfactory quality. The concept of outcome-based education (OBE) takes the needs of all parties as the starting point and foothold for practice, which can ensure the consistency between the goal of talent training and the learning achievements of students to the greatest extent. This article proposes to integrate the educational concept of OBE into the training path of health service and management talents, clarify talent training objectives by understanding the needs of all parties, optimize the curriculum system according to training objectives, and construct a diversified evaluation system with the organic combination of process evaluation and summative assessment, in order to continuously optimize the training path of health service and management talents and cultivate applied health management talents with knowledge, ability, and quality.

Objective:To investigate the effect of blended teaching of clinical pharmacotherapy on the applicability and the deep learning ability of clinical medical undergraduates.Methods:A total of 60 medical students from 2 classes of 2019 in Jinzhou Medical University were selected as control group, and 62 students from the other 2 classes were selected as experimental group. Teaching was conducted in the first semester of the 2020-2021 academic year; the students in the control group received conventional teaching, while those in the experimental group received blended teaching. The application effect was evaluated. At the end of the course, the two groups were compared in terms of deep learning score and assessment results. SPSS 23.0 was used for the chi-square test and the t-test. Results:In the experimental group, 67.7%(42/62) of the students had a positive attitude towards blended teaching. Compared with the control group, the experimental group had significantly higher total scores of deep learning [(79.34±10.52) vs. (58.16±7.37), P<0.05] and the course [(82.40±6.32) vs. (77.31±6.20), P<0.05]. Conclusions:The implementation of blended teaching can be implemented in clinical pharmacotherapy, and it is helpful to improve the deep learningability of clinical medical undergraduates in 3 dimensions, namely cognitive field, personal field and interpersonal field.

Objective:To investigate the training mode of outstanding talents in medical imaging in the context of "new medicine".Methods:Aiming at the 138 undergraduate students of medical imaging in the class of 2019, this study proposed a new model of "1+Medicine+X" based on "emphasis on ideology and politics", "strengthening practice", and "interdisciplinary training", which targeted the problems in the traditional teaching process, and the methods such as self-made course satisfaction questionnaires and achievements data collection were used to evaluate the effectiveness of teaching reform.Results:Through five years of reform practice, landmark accomplishments had been achieved in the construction of majors and courses (national and provincial first-class undergraduate majors), with significant improvements in the comprehensive ability and teaching satisfaction of students (process evaluation increased to 50.00%, teaching satisfaction increased to 96.20%), and the teaching reform had been widely recognized by the society.Conclusions:The "1+Medicine+X" model can effectively improve the training quality of medical imaging talents and thus provides a new paradigm for the disciplinary development of imaging and the cultivation of outstanding talents in the context of new medicine.

Objective:To investigate the application effect of teaching rounds with problem-based learning (PBL) and clinical teaching unit (CTU) in standardized residency training for anesthesiology.Methods:A total of 40 resident trainees in Department of Anesthesiology, The First Affiliated Hospital of Soochow University, were randomly divided into research group and control group, with 20 trainees in each group. In the first stage (1-4 months), the trainees in the research group received PBL-CTU teaching rounds, and those in the control group received conventional teaching rounds; in the second stage (5-8 months), both groups received the PBL-CTU teaching rounds. The two groups were compared in terms of general information, assessment results of theoretical knowledge and skill operation in the first and second stages, and questionnaire survey of the degree of satisfaction with teaching. SPSS 24.0 was used for statistical analysis; the t-test was used for continuous data, and the chi-square test was used for categorical data. Results:There were no significant differences between the two groups in terms of age, sex, educational level, residency grade, and comprehensive ability assessment before the study. After the first stage of training, compared with the control group, the research group had significantly better theoretical assessment score [(85.30±3.39) vs. (81.15±4.66), P=0.003], skill assessment score [(83.95±4.37) vs. (79.70±6.20), P=0.017], and effective communication ability (95.00% vs. 65.00%, P=0.048) and team collaboration ability (100.00% vs. 65.00%, P=0.013) in questionnaire survey of the degree of satisfaction with teaching. After the second stage of training, both groups had significant increases in theoretical assessment score [the research group: (89.30±4.12) vs. (85.30±3.39), P=0.002; the control group: (88.90±3.49) vs. (81.15±4.66), P<0.001] and skill assessment score [the research group: (88.40±4.84) vs. (83.95±4.37), P=0.004; the control group: (86.20±4.98) vs. (79.70±6.20), P=0.001], and the questionnaire survey showed that a relatively high degree of satisfaction (95.00%-100.00%) was achieved for teaching effect, while there were no significant differences in each indicator between the two groups. Conclusions:Compared with conventional teaching rounds, PBL-CTU teaching rounds significantly improve the levels of theoretical knowledge and clinical operation ability and enhance the quality of teaching rounds. All residents have achieved satisfactory learning outcomes and progress after the two stages of teaching activities.

Objective:To compare the advantages and disadvantages and training costs of different training methods for microsurgical vascular anastomosis, and to provide a basis for establishing a systematic training model and improving surgeons microsurgical skills and clinical competence.Methods:Doctors came from various primary hospitals and exchange groups from foreign hospitals to China, and several groups of data statistics from 2018-2023 were randomly selected for this study. The microsurgical vascular anastomosis training lasted 10 days, including 1 day of theoretical study and 9 days of practical training. A total of 48 doctors were equally divided into group A (one-person operation), group B (two-person cooperation), and group C (two-person cooperation in the first four days and one-person operation in the last five days). The differences in anastomosis time and number of anastomoses between the groups were analysed by one-way ANOVA using the software GraphPad Prism 8.3.0, with P<0.05 indicating that there were statistically significant differences in the variable data. The cost of the three training methods was investigated, and a questionnaire survey of the trainees was conducted. Results:For all the three groups, the speed of anastomosis and the number of anastomoses increased with the course of training. The duration of single-vessel anastomosis was significantly different between groups A and B as well as between groups A and C at all time points except on day 1 (A1 d vs. B1 d, P=0.335; A1 d vs. C1 d, P=0.064; P<0.05 for all the other time points); groups B and C showed no significant differences on day 1 ( P=0.196) and day 3 ( P=0.115) but had significant differences on days 5, 7, and 9 (all P<0.05) in the duration of anastomosis. The number of anastomoses was not significantly different between A1 d and B1 d ( P=0.081), between A3 d and B3 d ( P=0.160), between B1 d and C1 d ( P=0.695), between B3 d and C3 d ( P=0.520), and between A1 d and C1 d ( P=0.123), with significant differences at the other time points (all P<0.05). The training costs were group A > group C > group B. The training questionnaire showed that the proportion of trainees who applied this technique in their daily work was 100.00% (48/48), the proportion of those who wished to participate in the training of this technique occasionally was 100.00% (48/48), the proportion of participants whose institutions had no relevant training conditions was 37.50% (18/48), the proportion of those whose institutions lacked necessary instruments and equipment was 35.42% (17/48), the proportion of those who had difficulties in access to laboratory animals was 68.75% (33/48), and the proportion of inability to carry out relevant training due to the lack of animal experimentation techniques such as anesthesia, preservation, and euthanasia was 91.67% (44/48), indicating that there is a great need for microsurgical vascular anastomosis training. Conclusions:The three training modes have their own advantages and disadvantages. The A mode is suitable for small-scale training. The B mode is suitable for training with adequate funds, a large number of personnel, and a high use frequency. The C mode is the best choice for microsurgical vascular anastomosis training, in which trainees can not only practice the whole vascular anastomosis process but also cooperative skills for anastomosis.

Objective:To investigate the stress status and coping style of postgraduate students majoring in stomatology, and analyze the factors influencing stress status, and to provide a basis for promoting the mental health of postgraduate students of stomatology.Methods:From May to June 2022, a cluster of postgraduate students in the stomatology school of a university were selected by cluster sampling, and their stress status and coping style were surveyed using a modified stress status questionnaire for postgraduate students of stomatology and the Simplified Coping Style Questionnaire. A total of 142 usable questionnaires were returned, and the effective response rate was 98.61% (142/144). SPSS 25.0 was used to perform the t test, analysis of variance, and multiple linear regression analysis. Results:For all the postgraduate students of stomatology, the overall stress score was (2.46±0.66). The employment stress (3.19±1.01) and academic stress (3.00±0.61) were the top two stress sources. Their stress coping style tended to be mature in general. Stress status and coping style differed in postgraduate students of different types and features. The factors influencing stress status among postgraduate students were family economic status ( β=-0.294, P=0.002), self-health status ( β=-0.184, P=0.012), and stress coping style (positive coping style, β=-0.515, P<0.001; negative coping style, β=0.476, P<0.001). Conclusions:Efforts should be focused on employment and academic work to relieve the stress of postgraduate students. At the same time, targeted measures should be taken according to stress-related factors to improve their mental health level and stress coping ability.