To train applied stomatology students, a stomatology practice education system was created and practiced in conjunction with post competency in the context of New Medicine. The practice teaching system is featured by six progressive stages and integration of knowledge and practice, uses student-centered and ability-oriented teaching model throughout the education, integrates the curriculum ideology system of working together in the same direction and cultivating talents with high moral standards, and forms a multi-cooperative and people-oriented evaluation system. The stomatology practice education system led by the New Medicine with collaboration of multiple elements such as "medicine, teaching, research, and innovation" has contributed to the comprehensive improvement of post competency in stomatology students. This system has played an important supportive role in the training of applied stomatology talents in the new era.

This study elaborates on the teaching reform of the "Five-year Traditional Chinese Medicine Talent Training Program for Traditional Chinese Medicine (Orthopedics Direction)" implemented by Department of Orthopedics in Guangzhou University of Chinese Medicine, including curriculum reform (restructuring courses, emphasizing Lingnan characteristics, and combining medical sciences with martial arts) and teaching model reform (increasing mentorship and learning from teachers, arranging one mentor for every two students, and assigning one teaching team leader for every 5-6 groups). A questionnaire survey conducted among the students of the classes 2022 and 2023 in the five-year TCM talent training program for traditional Chinese medicine (TCM) majors (orthopedics direction) showed that 86.25% (69/80) of the students were satisfied with the mentorship model of "arranging one mentor for every two students", and 87.50% (70/80) of the students agreed that "the assignment of a teaching team leader can help to control teaching intensity". In terms of restructuring the curriculum system, 90.00% (72/80) of the students believed that the establishment of characteristic teaching courses could help to stimulate the enthusiasm for exploring TCM sciences, and 88.75% (71/80) of the students recognized the unique integration of textbooks, believing that it could help to understand the Lingnan school of Orthopedics. In terms of professional qualities, 90.00% (72/80) of the students agreed that the learning model of "systematic education+learning from teachers" could significantly help with the integration of knowledge, and 88.75% (71/80) of the students suggested that this model could stimulate the interest in specialized knowledge fields and motivate students to learn independently. In terms of apprenticeships with teachers, 85.00% (68/80) of the students reported that they could receive answers from teachers when asking questions, and 93.75% (75/80) of the students believed that early apprenticeship with a teacher was necessary. Some students still had a lack of understanding of learning TCM Qigong methods and believed that continuous practice took up too much personal time, failing to cultivate a good thinking of "the combination of medical sciences and martial arts", and they also believed that there were still limited opportunities for practice. The results show that the teaching model of "systematic education+learning from teachers" helps to improve the degree of satisfaction among students and cultivate clinical skills and professional qualities.

Objective:To study the application of step-by-step teaching combined with case workshop in teaching spinal surgery nurse residents.Methods:A total of 100 nurse residents in spinal surgery from June 2023 to June 2024 were selected as the research subjects. They were divided into a control group and an observation group based on the order of enrollment. The control group received traditional nurse residency training, while the observation group received a training method combining step-by-step teaching and case workshop. The two groups were compared in assessment scores, comprehensive abilities, self-learning abilities, and satisfaction. The t-test and χ2 test were performed using SPSS 26.0. Results:After the residency training, the observation group outperformed the control group in theoretical assessment scores [(91.65±1.27) vs. (85.71±1.33)] and operational assessment scores [(90.24±1.52) vs. (84.78±1.46)]. The observation group also scored significantly higher than the control group in leadership ability, critical care monitoring, teaching and cooperation, planning and evaluation, communication, and professional development ( P<0.05). Additionally, the observation group showed higher scores in self-motivation and belief, self-monitoring and regulation, task analysis, and self-evaluation. The satisfaction with teaching was significantly higher in the observation group than in the control group. Conclusions:The method combining step-by-step teaching and case workshop can effectively improve the assessment scores of spinal surgery nurse residents, their comprehensive ability and self-learning ability, and their satisfaction with teaching. This method holds significant potential for application in clinical nursing teaching.

Objective:To explore the application and effectiveness evaluation of the "six thinking hats" thinking mode in nursing teaching rounds.Methods:A total of 65 surgical nursing interns from a tertiary hospital were selected as the research subjects. The control group received routine teaching rounds, while the observation group received teaching rounds based on the "six thinking hats" thinking mode intervention. General information, assessment results, critical thinking ability, job competence, and satisfaction with teaching effectiveness were compared between the two groups of nursing students. SPSS 22.0 statistical software was used for t-test and chi-square test. Results:Compared with the control group, the observation group showed significantly higher scores in operational skills [(92.50±2.20) vs. (89.53±2.08)] and theoretical knowledge [(89.21±1.51) vs. (86.81±2.71)] and medical record writing score [(93.17±4.05) vs. (85.20±3.19)]. The critical thinking ability score was significantly higher in the observation group than in the control group [(319.97±45.13) vs. (283.57±41.57)]. The competency score was significantly higher in the observation group than in the control group [(182.62±14.07) vs. (164.43±14.50)]. The observation group demonstrated a higher overall evaluation of teaching satisfaction.Conclusions:The "six thinking hats" thinking mode improves the ability of nursing students to analyze problems, stimulates their subjective initiative in learning, and has a positive impact on the cultivation of their comprehensive abilities, making it a feasible teaching mode.

Objective:To explore the impact of "basic nursing" course with signature pedagogy on undergraduate nursing students' critical thinking, professional identity, and professionalism.Methods:A signature pedagogy method for the "basic nursing" course was established using narrative as a theoretical lesson and scenario-simulation as a laboratory lesson. Ninety sophomore nursing students in the 2020 undergraduate nursing program were selected as the participants of a controlled pre-post study. The students were evaluated using the Critical Thinking Inventory, the Professional Identity Questionnaire, and the Professionalism Inventory before and after the course. Semi-structured interviews were conducted at the end of the course to gain an in-depth understanding of their learning experience. Data analysis was conducted using SPSS 26.0 and Nvivo 11.0 Colaizzi's seven-step method was used for analysis of qualitative research.Results:A total of 87 nursing students participated in the course and 83 were included in the quantitative analysis. The total scores of critical thinking skills (286.83±17.44), professional identity (58.95±6.43), and professionalism (67.08±11.21) were significantly higher after the course than before the course ( P<0.001). Qualitative study identified the four themes of promoting effective learning, developing critical thinking and empathy, building professional attitudes, and expecting curriculum optimization. Conclusions:The "basic nursing" course based on signature pedagogy for undergraduate nursing students helps to enhance their critical thinking, foster a sense of professional identity, and develop professionalism.

Objective:To construct a multilevel nursing featured case bank, and to explore the effect of the case bank in clinical teaching of professional postgraduate nursing students, and to provide new ideas for teaching reform.Methods:Sixty professional postgraduate nursing students who interned in the First Affiliated Hospital of Nanchang University from May to September 2022 and from May to September 2023 were selected. The 30 professional postgraduate nursing students who interned from May to September 2022 were included in the control group, and the 30 professional postgraduate nursing students who interned from May to September 2023 were included in the intervention group. The control group was taught by the teaching teacher using the traditional teaching courseware of the internship department and instructed by the teaching teacher for taking care of the real patients and writing nursing records. The intervention group employed the multilevel nursing featured case bank for teaching on this basis. The autonomous learning ability and critical thinking ability were compared between the two groups before and after 2 months of intervention, respectively, and the satisfaction to the case bank was evaluated. The SPSS 25.0 statistical software was used for t-test and chi-square test. Results:After 2 months of teaching, the autonomous learning ability and critical thinking ability scores were (104.50±7.20) points and (283.73±19.42) points in the control group and (113.27±4.90) points and (304.60±13.40) points in the intervention group, and the differences between the two groups were statistically significant ( P<0.05). Twenty-seven (90.00%) students were satisfied with the multilevel nursing featured case bank. Conclusions:Application of the multilevel nursing featured case bank to clinical teaching can effectively improve the autonomous learning ability and critical thinking ability of professional postgraduate nursing students. It is an effective way to cultivate professional postgraduate nursing students.

Objective:To construct a quality assessment indicator system for undergraduate clinical medicine courses, and to provide scientific guidance for the assessment and improvement of the courses.Methods:The CIPP model was used as the research framework to determine the indicator system through two rounds of expert consultations based on the Delphi method, and the weights of the indicators were assigned using the analytic hierarchy process.Results:The quality assessment system for undergraduate clinical medicine courses comprised 4 primary indicators, 12 secondary indicators, and 43 tertiary indicators. Regarding the primary indicators, high weights were assigned to process assessment (0.398 8) and outcome assessment (0.336 1). Regarding the secondary indicators, the top three weights were assigned to capacity enhancement (0.193 0), teaching staffing (0.122 8), and course content (0.121 5).Conclusions:The assessment system constructed based on the CIPP model covers all aspects of background, input, process, and result. It takes into account the characteristics of clinical medicine courses that emphasize both theory and practice, making the indicators scientific and systematic.

Objective:To construct a debriefing and reflection training program for nursing undergraduate interns, and to provide a basis for implementing such a program and improve the practical clinical skills of the interns.Methods:Based on competency theory, the draft of the debriefing and reflection training program for undergraduate nursing interns was constructed through literature review and expert conference discussion. Delphi expert consultation was conducted from August to October 2024, and the final version of the program was established based on the experts' opinions. The weight of each indicator was determined using the analytic hierarchy process. Excel 2019 was used for data entry, and SPSS 19.0 was used for data analysis.Results:Two rounds of expert consultation were conducted, with a questionnaire recovery rate of 100.00% for both. The experts consulted in the second round had an authority coefficient of 0.861, a coefficient of variation for each index of 0.048 to 0.237, and a Kendall's concordance coefficient of 0.137 ( P<0.05). The final program included 5 primary indicators, 16 secondary indicators, and 73 tertiary indicators. Conclusions:The debriefing and reflection training program for undergraduate nursing interns proposed in this study has high scientifical validity and reliability. It can provide a reference for debriefing and reflection training of nursing undergraduate interns in China, thereby cultivating qualified clinical nursing talents.

Objective:To build a position competency model for standard residency training teachers tailored to the specific conditions in China.Methods:Delphi method was used to construct the post competency framework for standard residency training teachers. The analytic hierarchy process was used to calculate the weights of indicators. The position competency model for standard residency training teachers was designed based on the concept of onion model. A statistical analysis was conducted using SPSS 17.0.Results:Twenty-one experts participated in two rounds of Delphi consultations, resulting in the preliminary development of a position competency model for standard residency training teachers. The position competency model included three layers, with one first-level indicator (value and professionalism) in the core literacy layer, three first-level indicators (thinking and psychology, communication and cooperation, and continuous learning and career development) in the core competence layer, and four first-level indicators (clinical diagnosis and treatment, teaching guidance, scientific research and academic activity, and organization and management) in the core skill layer. There were 45 second-level indicators in these eight first-level indicators. The weights of 45 second-level indicators were also calculated.Conclusions:A position competency model of standard residency training teachers was built, including three layers of indicators and their weights. This model provides a reference for the training and evaluation of standard residency training teachers in China.

The neuropsychiatric disorder course is among the most challenging subjects in medical education, currently facing the "three difficulties" of teaching, learning, and transition from theory to practice. This study attempts to carry out clinical thinking informatization technology-based teaching reform guided by clinical competence. A cognitive map for neuropsychiatric disorders was developed using a symptom-based framework. Leveraging this cognitive map and integrating artificial intelligence, a clinical thinking teaching application for neuropsychiatric disorders was designed and continuously refined. Reform initiatives were explored and summarized in areas such as theoretical teaching, practical teaching, standardized training for resident physicians, teaching assessment, and textbook reform. The reform improved the clinical thinking and clinical competence of students for neuropsychiatric disorders.