Brain science research involves technological applications such as bioengineering， information technology， artificial intelligence （AI）， and brain-computer interfaces， making it a focal area where advanced technologies and ethical issues converge. Currently， brain projects in multiple countries have entered their second-phase project processes and begun to reflect on the ethical challenges that emerged during the initial research phase. By sorting out and analyzing the coping strategies for ethical issues adopted by major international organizations related to brain science and countries that have launched brain projects， this paper pointed out the problems existing in brain science research， such as information security and data rights， the boundaries of technical power， the balance of stakeholders， the reductionist paradigm and the trend of technological dehumanization， as well as the inadequacy and practicality of ethical principles. It also analyzed the enlightenment of the global brain project’s ethical governance practices for China’s brain science ethical research， namely， avoiding overly optimistic deconstruction of the human brain through biological reductionism and preventing technocratic impulses to replace or manipulate the rich psychological experiences of human beings with AI or brain-computer interfaces. This paper proposed recommendations for developing neuroethics， advocating for constructing a technology development path enriched with humanistic care under the framework of scientific and technological ethics while strengthening foundational research in neuroethics.

With the rapid development and application of cutting-edge neurotechnology， the ethical issues of brain data have become a research hotspot. Brain data， which directly accesses humans’ thoughts and the “loss of control” state under intentional control， deconstructs the subjects’ exclusive right to access their own brain， thereby comprehensively challenging human privacy. The subjects cannot fully control which brain activity signals are collected， and the decoded results of brain data violate the subjects’ autonomy while applying brain data to unknown purposes， posing challenges to informed consent. Brain data describes who you are from a “super first-person” perspective， and it can even “forge” a real first-person perspective to describe who you are. The external presentation of brain data analysis results involves ethical issues in three dimensions， namely， what should be presented， how others treat the analysis results of brain data， and the ethical risks brought about by presenting information in brain data. The governance strategies on the ethical issues of brain data require improving the relevant laws of brain data supervision， refining the ethical principles for brain data applications， leveraging the leading role of the government， and strengthening international cooperation.

As a globally acclaimed emerging technology， the development speed and scale of the brain-computer interfaces have exceeded public expectations. On the one hand， it boasts significant application value in treating brain diseases， promoting the development of the brain-computer interaction industry， enhancing human capabilities， and driving a new round of technological revolution. On the other hand， its inherent uncertainty and ambiguity can trigger a series of complex and unique risks， including threats to individuals’ physical and psychological safety， erosion of individual autonomy， potential risks from the abuse of brain data， as well as latent threats to social justice and national security. Therefore， this study proposed a governance framework for responsible research and innovation， encompassing recommendations such as an open and transparent governance process， flexible regulation to avoid stifling technological innovation， and strengthened international cooperation to restrict military applications.

Brain-computer interface （BCI）， as a disruptive force in medical technological innovation， have become a key technical support for treating various diseases. However， the innovation and practice of BCI technology have also been accompanied by the rise of scientific and technological ethics， urgently necessitating targeted countermeasures. Taking the ethical challenges in BCI and their responses as the research object， this paper started from the connotation of brain-computer interfaces， sorting out their concept， classification， and principles. It argued that BCI technology faced the following ethical challenges， including the risk of infringement upon neural privacy rights， the violation on the right to self-determination regarding alterations to human mental characteristics， and the issues of responsibility attribution related to BCI technology. Based on this， ethical countermeasures were proposed， encompassing actively improving and implementing ethical policies for neurotechnology， adhering to a “human-centered” philosophy in neurotechnology research and development， and prioritizing the research and development breakthroughs of countermeasures against BCI.

In the era of globalization， medical staff must possess the perspective and concept of cultural diversity， along with the ability and literacy for cross-cultural management. They should break free from the outdated medical cage of the biomedical model， form the new medical vision of the pluralistic medical model， and promote the sublative development of the medical model theory. It is essential to advocate for the prosperous development of disease culturology， face up to the cultural deficiency in disease interpretation under the biomedical model， clarify the cultural “authenticity” in disease definition， correct the pan-medicalization in disease definition， and achieve comfort in disease diagnosis and treatments. In terms of cultivating the cultural soil that promotes the construction of medical humanistic spirits， it is vital to form an inclusive attitude in intercultural interactions and promote the localization of medical humanistic spirits construction. The effective paths for constructing medical humanistic spirits encompass drawing on the strengths of various parties and preserving cross-cultural management literacy， integrating patients’ cultural patterns and implementing the localized situational diagnosis and treatments， as well as building a doctor-patient cultural community and sharing the growth of subjectivity.

On October 9， 2024， the General Office of the National Health Commission， the General Office of the Ministry of Education， the General Department of the National Administration of Traditional Chinese Medicine， and the General Department of the National Bureau of Disease Control and Prevention jointly issued the Action Plan for Enhancing Medical Humanistic Care （2024-2027）， stating that medical humanistic spirit is a concrete manifestation of humanistic spirit in the medical field. Aiming at caring for and respecting patients， this spirit reflects the attitude of medicine towards life. The cultivation of medical humanistic care competencies should serve as a core element of modern medical education， running through the entire process of the medical students’ training system and the full stage of medical workers’ career development. The humanities team of Harbin Medical University pioneered the “consistent system” concept of medical humanities education， inherited the “four-stage” with clinical practice as the primary approach， and closely focused on “three combinations， two considerations， and one assessment.” Through deeply integrating medicine with the humanities， as well as theory with practice， they have embarked on a distinctive implementation path of medical humanities， laying a solid foundation for the cultivation of high-quality medical talents with both skills and expertise in practice.

The construction of a methodological system for medical humanities is the inevitable path for medical humanities research towards maturity. In response to existing practical dilemmas in this field， such as the lack of disciplinary norms and the fragmentation of research methods， this paper systematically integrated the philosophical methodologies of phenomenology and hermeneutics from the theoretical dimensions of ontology and epistemology. Grounded in the disciplinary nature and characteristics of medical humanities， it also strived to construct a three-dimensional methodological system that included methodological principles， general research methods， and specific research techniques. It also emphasized returning to the pursuit of the essence of knowledge， advocating for “integrated methodology，” and flexibly selecting and organically integrating multiple research methods based on specific research questions. The aim was to provide researchers with a reference for method selection， enhance their methodological self-awareness， and offer essential theoretical support for establishing a research system with disciplinary autonomy.

ObjectiveTo introduce visual teaching into the course design of medical humanistic care based on the concept of implementation science， evaluate the teaching implementation effect and feedback， and provide references for optimizing course teaching outcomes and improving students’ humanistic care competence. MethodsA visual teaching program for medical humanistic care was designed， with key steps including clarifying teaching objectives， content， methods， and curriculum assessment. This program was implemented in the medical humanistic care course teaching involving 50 elective students. Multi-dimensional evaluation of teaching effectiveness was conducted through course grades， visual teaching evaluation， and humanistic workshop assessment， combined with inductive content analysis of students’ learning experiences in the workshops. ResultsThe 50 students achieved above-average course grades （89.60±3.41） and demonstrated high satisfaction with the overall course and visual teaching. All the 6 groups obtained relatively high scores in the medical humanistic care workshops. Four themes were extracted， namely， enhancing humanistic care competencies， deepening familial and interpersonal relationships， realizing emotional expression and self-growth， and strengthening integration of humanistic care concepts with practice. ConclusionThe teaching of medical humanistic care course has achieved favorable effects， which contributes to deepening students’ understanding of humanistic care and enhancing their humanistic care competence. Students demonstrate high levels of recognition and satisfaction with the course.

Medical humanities consistently run through the entire process of medical development and educational reform. However， with the increasingly prominent dominance of evidence-based medicine in clinical practice， the medical humanities have gradually been weakened in both medical education and clinical practice. Narrative medicine， through telling and listening to patients’ stories， enhances healthcare professionals’ empathy， fosters doctor–patient communication， and facilitates a return to the humanistic essence of medical education and clinical practice. By sorting out and reviewing related literature and developmental trends both at home and abroad， this paper pointed out the existing structural problem of an imbalance between technological priority and humanistic care in medical education， focusing on how to achieve an effective integration of medical humanities and narrative medicine in medical education. This paper also systematically analyzed the significance of both medical humanities and narrative medicine in the medical education system and proposed promoting the deep embedding of narrative medicine in medical education from three entry points， namely， curriculum integration， interdisciplinary collaboration， and the construction of teaching evaluation systems. The aim was to provide theoretical support and practical experience for medical education reform， foster the coordinated development of professional competence and humanistic spirit among medical talents， and truly achieve the goal of cultivating well-rounded medical talents.

“Bio-narrative integration” refers to the process in which a life subject with narrative consciousness actively reviews and reintegrates their life stories， or a subject lacking life and health narrative awareness， with the intervention of healthcare professionals， tells their own life stories and integrates them into a coherent and constantly evolving life narrative process. Starting from the keyword of bio-narrative integration， this paper proposed a classification model of narrative integration. From the perspective of life stages， it was divided into “phasic narrative integration” and “holistic narrative integration.” In terms of integrated narrative style， it was categorized as “positive narrative integration style” and “negative narrative integration style.” Regarding subjective initiative， it was classified as “active narrative integration regulation” and “passive narrative integration regulation.” Then it elaborated the significant value of narrative integration for every life subject， especially in pain relief， the improvement of life resilience， the healthy aging of the elderly， and the ultimate peace of the dying. It was advocated that healthcare practitioners should enhance their professional narrative competence， effectively guide patients to engage in bio-narrative integration regulation， and help them overcome narrative closure， thereby improving the quality of medical care.