Objective:To systematically review the current application, development, and research hotspots of gamification in medical education using bibliometric methods.Methods:VOSviewer 1.6.18 and Citespace 6.3.1 were used to analyze the annal volume of publication, journals, institutions, countries, keyword co-occurrence, and literature co-citation based on the literature related to application of gamification in medical education in the core collection of Web of Science from January 2003 to November 2023. A co-citation map was generated.Results:A total of 633 articles related to application of gamification in medical education were identified. The publication volume increased year by year. Western developed countries dominated the research. Gamification in medical education has been used in a diverse range of disciplines. The high-frequency keywords included medical education, simulation, and serious game.Conclusions:Gamification is increasingly applied in medical education, with diversifying research topics and application areas. Emerging technologies bring new opportunities and challenges to medical education. However, in-depth and systematic research is needed to validate its long-term effectiveness and practical value.

Objective:To analyze the results of anonymous review and influencing factors of master's degree theses in Chinese Center for Disease Control and Prevention (CDC) from 2018 to 2023, and provide a reference for improving the quality of graduate education.Methods:Using the anonymous review data of 766 master's degree theses submitted by CDC from 2018 to 2023, a statistical analysis was performed on the overall evaluation and four evaluation indicators using the Excel and SPSS 27.0. Potential factors influencing thesis quality were also explored.Results:The overall evaluation scores of the 766 master's degree theses submitted by CDC from 2018 to 2023 were generally rated as "good", with a mean score of (16.58±1.95). The mean scores of the four indicators were all rated as "good" and above. The scores were in the order of thesis topics (17.32±1.81), basic knowledge and research ability (16.51±2.10), innovation and thesis value (16.21±1.96), and thesis standardization (16.08±2.20). The overall evaluation score of students recommended and exempted from entrance exams (17.14±1.54) was higher than that of students admitted through national entrance exams (16.54±1.96). Specifically, significant differences were observed in basic knowledge and research ability and thesis standardization ( P<0.05). The overall evaluation score of academic degree theses (16.81±1.88) was higher than professional degree theses (16.32±1.99). The overall evaluation score of degree theses on basic research (16.99±1.86) was significantly higher than that of theses on applied research (16.33±1.96) and comprehensive research (16.27±1.91) ( P<0.05). The overall evaluation score of theses supported by national funds (17.01±1.77) was significantly higher than that of theses funded by provincial and ministerial projects (16.67±1.96) and other projects (16.18±1.99) ( P<0.05). Conclusions:During 2018-2023, the overall evaluation scores of master's degree theses of CDC were generally rated as "good". The quality of theses and graduate education can be enhanced by improving the quality of sources of students, expanding basic research, applying for high-level fund projects, and establishing effective process management mechanism.

Objective:To investigate the status and influencing factors of teaching competence of clinical teachers in the affiliated hospitals of University of Chinese Medicine, and provide a reference for improving the teaching competency of clinical teachers.Methods:Using both objective sampling and random sampling methods, 330 clinical teachers from 3 affiliated hospitals of Beijing University of Chinese Medicine were investigated using the Clinical Teaching Competence Scale for Clinical Teachers in Affiliated Hospitals of TCM Universities from January 22 to February 6, 2024. The main statistical analysis methods included statistical description, non-parametric test, and multivariable linear regression.Results:The total score of clinical teachers' teaching competence was (176.83±22.84) points, with a scoring rate of 84.20%. Regression analysis revealed that teaching title ( β=0.053), age ( β=0.003), general self-efficacy ( β=0.009), and the agreeableness ( β=0.012) and openness ( β=0.010) of the Big Five personality traits were the main influencing factors of teaching competence of clinical teachers ( P<0.05). Conclusions:The clinical teachers in the surveyed medical institutions showed relatively high overall teaching competence, but there is still a need to strengthen their teaching abilities. Colleges and universities should adopt measures to comprehensively enhance their teaching competence, such as paying attention to the growth needs of clinical teachers with low professional titles, increasing the motivation for clinical teachers with high professional titles to improve their teaching abilities, establishing mentorship systems for early-career teachers, encouraging clinical teachers to develop self-efficacy, and focusing on cultivating the personality traits of agreeableness and openness in clinical teachers.

Objective:To explore the application of three-level task-driven teaching based on motivational regulation strategy in training nurse interns in the Department of Clinical Psychology.Methods:This study included 80 nurse interns in the Department of Clinical Psychology at Zhejiang Provincial People's Hospital between June 2021 and May 2024 as research subjects. They were divided into a control group ( n=40) and an experimental group ( n=40). The control group received traditional teaching, while the experimental group received three-level task-driven teaching based on motivational regulation strategy, covering basic knowledge mastery, practical operation improvement, and comprehensive ability enhancement. Through scenario guidance and simulation exercises, the intrinsic motivation of nurse interns was stimulated. The assessment scores, self-learning ability, teaching quality, and recognition of teaching were compared between the two groups of nurse interns. Results:After teaching, the experimental group scored higher than the control group on theoretical assessment [(86.05±5.86) vs. (74.35±4.72)] and operational skill assessment [(88.18±5.67) vs. (82.65±6.09)] ( P<0.001). The total score and scores of various dimensions of teaching quality were higher in the experimental group compared to those in the control group ( P<0.001). After teaching, the total score and scores of various dimensions of self-learning ability of both groups were higher than those before teaching, and the scores were higher in the experimental group than in the control group ( P<0.05). Conclusions:The three-level task-driven teaching based on motivational regulation strategy can significantly improve the assessment scores, self-learning abilities, and teaching quality of nurse interns in the Department of Clinical Psychology. Additionally, this method can enhance their recognition of nursing internship teaching. This teaching method is worth promoting.

Objective:To explore the mediating effect of psychological resilience between perceived stress and job burnout among standardized gastroenterology nursing training students.Methods:A total of 156 nursing trainees who received standardized training in the Department of Gastroenterology at Shaanxi Provincial People's Hospital between December 2022 and July 2024 were selected by the convenience sampling method. Data were collected using a general information questionnaire, the Connor-Davidson Resilience Scale, the Chinese Perceived Stress Scale, and the Maslach Burnout Inventory-General Survey. A Pearson correlation analysis was used to examine the relationship among perceived stress, psychological resilience, and job burnout in standardized gastroenterology nursing training students. AMOS 24.0 statistical software was used to construct a structural equation model to analyze the mediating effect of psychological resilience between perceived stress and job burnout in standardized gastroenterology nursing training students. The bias-corrected bootstrap method was applied to test the mediating effect of psychological resilience.Results:The averaged total scores of 156 standardized gastroenterology nursing training students were (29.89±0.30) for perceived pressure, (62.45±2.44) for psychological resilience, and (57.85±3.44) for job burnout. Of the trainees, 88 (56.41%) exhibited job burnout, including 39 (25.00%) with mild burnout, 41 (26.28%) with moderate burnout, and 8 (5.13%) with severe burnout. The Pearson correlation analysis showed that perceived stress was positively correlated with job burnout ( r=0.543, P<0.05) and negatively correlated with psychological resilience ( r=-0.443, P<0.05), and psychological resilience was negatively correlated with job burnout ( r=-0.478, P<0.05). The results of bias-corrected bootstrap test showed that psychological resilience had a partial mediating effect between perceived stress and job burnout among standardized gastroenterology nursing training students ( P<0.05), accounting for 32.63% of the total effect. Conclusions:Moderate job burnout was observed in standardized gastroenterology nursing training students. Job burnout was closely related to perceived stress and psychological resilience. Psychological resilience partly mediated the relationship between perceived stress and job burnout. Therefore, clinical managers may alleviate the perceived psychological pressure and subsequently reduce the occurrence of job burnout among standardized nursing training students by increasing psychological resilience.

Objective:To apply the ORTCC (objective, rule, training, check, and culture) refined management model for the systematic management and overall construction of a specialty nurse team in a tertiary grade A general hospital, and to promote the cultivation and development of specialty nurses.Methods:The management framework of specialty nurses was investigated and a survey on their work was conducted. The ORTCC model was used to implement fine management of specialty nurses, including determining the integrated objective of "training, use, and management"(objective):, improving the rule system (rule), building a hierarchical training platform (training), streamlining the whole process check (check), and shaping the specialty nursing culture (culture). The effects were evaluated after one year of implementation.Results:After the implementation of ORTCC refined management, the number of specialty nurses increased to 367 in 2023, and a three-level progressive specialty nurse team was formed. The total and dimensional scores of perceived professional benefits ( P<0.001) and clinical competence ( P<0.001 or P<0.05) were higher than the scores in 2022. Additionally, 12 specialized nursing techniques were established, and six provincial or higher-level specialized quality improvement awards were obtained, further enhancing the capacity for specialized nursing services. Conclusions:The refined management practice of specialty nurses based on the ORTCC model provides a theoretical and practical basis for the hierarchical cultivation, effective use, and scientific management of specialty nurses in tertiary hospitals, thereby promoting specialty nurse team development and enhancing specialized service capacity.

Objective:To construct a clinical decision-making ability indicator system based on evidence-based practice for pediatric nursing interns, and to provide a scientific basis for clinical teaching and evaluation.Methods:A method combining literature analysis, Delphi expert consultation, and empirical research was used. Firstly, a systematic search of Chinese and English databases (2018-2023) was conducted. Literature was screened based on the PICO framework and evidence-based data were extracted, resulting in a preliminary system consisting of 4 primary indicators, 12 secondary indicators, and 39 tertiary indicators. Subsequently, the indicators were revised through two rounds of Delphi expert consultation (25 experts with 19-27 years of work experience). The expert authority coefficients (Cr) were 0.898-0.907 and the Kendall's concordance coefficients were 0.351-0.420 ( P<0.001). Finally, the analytic hierarchy process was used to determine the weights, and the reliability and validity were verified through a questionnaire survey (sample size: 30 participants in preliminary survey and 58 participants in formal survey). Results:The constructed indicator system included 4 primary indicators (weights), 13 secondary indicators, and 42 tertiary indicators. The weights of the primary indicators were as follows: knowledge integration ability (0.300), evidence-based practice ability (0.250), clinical judgment ability (0.280), and ethical decision-making ability (0.170). The importance scores of all items exceeded 4.0 points (out of 5 points), and the coefficients of variation were less than 0.20. The reliability and validity tests showed that the Cronbach's α of the overall scale was 0.89, and the intraclass correlation coefficient was 0.88. The cumulative variance contribution rate of exploratory factor analysis was 69.30%. The confirmatory factor analysis demonstrated a good model fit with a comparative fit index of 0.93 and a root mean square error of approximation of 0.05. Conclusions:This indicator system has high scientificity and practicality, and can provide a reference for the standardized cultivation and evaluation of clinical decision-making ability of pediatric nursing interns. In the future, it is necessary to strengthen advanced evidence-based skills training and long-term application effectiveness tracking.

Objective:To explore the application effect of a hierarchical training model based on the "geese formation effect" in the professional training of gastrointestinal center nurses.Methods:A total of 122 nurses at the Gastrointestinal Center of West China Hospital, Sichuan University, were randomly divided into an experimental group ( n=61) and a control group ( n=61). The experimental group received a hierarchical training model based on the "geese formation effect". Nurses in this group were divided into four levels of N1 to N4 according to seniority, corresponding to the roles of "young geese", "growing geese", "flying geese", and "leading geese/flying geese", and differentiated training content and formats were implemented. The control group received routine training. At the end of the training and at 3 and 6 months after the training, theoretical knowledge and operational skills were assessed, along with evaluations of job competency, professional characteristic indicators, and teaching satisfaction. The chi-square test and independent samples t-test were performed using SPSS 25.0. Results:At the end of the training and at 3 and 6 months after the training, compared with the control group, the experimental group achieved significantly higher scores in theoretical knowledge [(91.69±3.04) vs. (83.66±6.35), (89.42±3.29) vs. (81.33±5.79), (85.63±3.67) vs. (76.59±6.48)] and operational skills [(92.20±2.54) vs. (82.95±6.09), (90.15±2.83) vs. (81.61±5.47), (89.24±3.18) vs. (78.91±5.89)] (all P<0.001). The total score of job competency in the experimental group was higher than that in the control group. For the professional characteristic indicators, the experimental group also outperformed the control group in the implementation rate of postoperative pressure ulcer prevention (90.16% vs. 72.13%) and the ERAS compliance rate (93.44% vs. 80.33%) (both P<0.05). The total score of training satisfaction was higher in the experimental group than in the control group. Conclusions:The hierarchical training model based on the "geese formation effect" can effectively improve the theoretical knowledge, operational skills, job competency, and clinical nursing quality of nurses, with high teaching satisfaction and promotion value.

At present, robotic surgery system, as a cutting-edge technique in minimally invasive surgery, has become a crucial component in the training programs for outstanding surgeons. Given the relatively late start of this technique and immature faculty resources, there is an urgent need to optimize and improve the teaching philosophies and methodologies for robotic skill training in China, and Sino-foreign cooperation has emerged as a significant pathway to promote this reform. Taking the "International Robotic Surgery Training Center (IRSTC)" jointly established by The First Affiliated Hospital of Sun Yat-sen University and University of California as an example, this article provides a comprehensive analysis of collaboration background, construction of the training system, curriculum design, cooperation channels, and localization practices, in order to provide a reference and valuable experiences for Sino-foreign cooperation in clinical skill training.

Chinese-foreign joint education program of clinical medicine is an important means to achieve the globalization of medical education. Chongqing Medical University and University of Leicester in the UK have jointly established a Chinese-foreign joint education program of clinical medicine to achieve the integration of Chinese and British cultivation concepts, management systems, teaching resources, teacher teams, evaluation systems, and multiculturalism. They have also constructed an internal teaching quality assurance system with the main contents of the improvement of management mechanisms, the formulation of training programs, the construction of teaching staff, the design of syllabuses, the curriculum assessment system, and teaching quality evaluation, as well as an external teaching quality assurance system with the core components of clinical medicine accreditation, Chinese-foreign joint education program evaluations, international quality audits, and professional quality monitoring. Both systems can help to comprehensively improve teaching quality.