Currently, the widespread use of new media challenges ideological and political education among the medical students. The study explores the effects on medical students' values by new media on the basis of analyzing its characteristics, including communication space, information, subject and route. In addition, the study analyzes the mode's theoretical construction and practical op-eration from these aspects:the mode's connotation, operation mechanism, the characteristics and prac-tical application.

Objective To explore the theory of curriculum contents for gerontological nurse practitioner training which is suitable for the situation of our country. Method Delphi technique was used in this research to build content indicators of gerontological nurse practitioner training curricu-lum, and calculate the variation coefficient. Results The theory training curriculum includes founda-tions of gerontological nursing, geriatric syndrome, facilitating physiological balance and general gero-tological care modules and 41 core indexs. Every coefficient of variation is less than 20 percent [(4.35±0.71), (4.63±0.57), (4.55±0.57), (4.67±0.55)]. The mean values of the importance (4.54± 0.622) and general characteristics are more than four. Conclusion The content setting of the geron-tological nurse practitioner training theory course not only highlights the training characteristics of the geriatric care, but also has comprehensive and systematic content, reflects humanistic care spirit and pays attention to developing nurses’clinical practice ability. Therefore, it is worthy of reference and promotion.

Objective To understand employment status of the eight-year program medical graduates from different medical colleges and put forward reasonable proposals on the current prob-lems. Method Through questionnaire, we conducted research among eight-year program medical graduates of three different grades (Grade 04,05,06) on the general condition of employment, research level, actual working time, expectations and actual salary, satisfaction with jobs and so on. Data statis-tics was done by Excel 2007. Totally, our research involved 11 medical colleges and 389 questionnaires. Results 94.34% (367/389) of the eight-year program medical graduates work in top three hospitals. The top five factors affecting the employment were reputation of the school 86.38%(336/389), reputation of the Principal Investigator 66.83% (260/389), social relations 60.15% (234/389), scientific research level 52.96% (206/389) and gender 46.79% (182/389). The amount of published papers from those graduates and their satisfaction with jobs vary greatly. Conclusion Eight-year program medical grad-uates employment faces both opportunities and challenges, and a clear training objective and improve-ment of continuing medical education system for the eight-year program medical graduates will have great significance on the promotion of their employment.

With the development of medical theory and technology, the traditional teaching patterns have fallen behind the requirements for the training of medical students. Recently, virtual reality techniques have been proved to be effective in the practice of medical education. Through sum-marizing the experience of building simulation systems of eye anatomy, clinical features of eye and simulation practice, the author has elaborated the role of virtual reality technology in ophthalmology teaching theory and practice, which is of profound significance to improve the overall level of ophthal-mology teaching.

Neuroanatomy knowledge is the key to improve the teaching quality of neurosurgery and anatomy teachers' participation in neurosurgery teaching can obviously improve teaching effect. Combined with case-based teaching, we enabled medical students to master the system knowledge from the basic to the clinical , cultivating their clinical thinking ability and the ability to solve clinical problems. Cooperation between clinical medicine teachers and basic medicine teachers can promote the update of knowledge, work out teaching plans together, and improve the quality of teaching.

Objective To explore the comparative advantage of Team based learning (TBL) in common diseases teaching among pre-selected trainees for medical non-commissioned officer. Methods 200 trainees were randomly divided into two groups of equal size (each having 100 trainees), one TBL group and another lecture based learning (LBL) group as the control group. The teaching content was both Chapters of High Altitude Illness and Hypertension. In the LBL control group, the traditional lec-ture based teaching and learning manner was followed. In contrast, the trainees in the TBL group were assigned pre-lecture self-learning outline and questions to discuss in advance, team-based group dis-cussion was conducted, and scene simulation with typical disease case analysis were adopted in class. In both groups, the teaching effectiveness were evaluated by both exam test and questionnaire manner. Results It turned out the team based learning model resulted in significantly improved overall trainee assessment scores (88.90 ± 5.28 vs. 76.10 ± 5.12, P<0.05) and higher overall teacher satisfaction scores (8.63 ± 0.85 vs 7.18 ± 0.72, P<0.05), compared to the LBL group. Conclusion TBL model is more effective in improving trainees' capabilities of cultivating team work spirit, self-confidence, learn-ing enthusiasm, problem analysis and knowledge application. TBL model significantly brings more advantage in teaching pre-selected trainees for medical non-commissioned officer.

Objective To discuss the influence of team-based learning (TBL) on autonomous learning ability of undergraduate nursing students. Methods 160 undergraduate nursing students of Grade 2010 were randomly divided into experimental group and control group with 80 students in each group. Students in the experimental group were taught with TBL while students in the control group were taught with lecture-based learning (LBL). The score of autonomous learning ability was measured by scale of self-directed learning ability for nurses. Results Scores of autonomous learning ability in experimental group (120.33 ±16.09) was higher than that of control group (110.87 ±11.89) (P=0.000) and also higher than that of experimental group (100.35±11.15) before the implementation of TBL (P=0.000). The differences were statistically significant. Conclusion Team-based learning (TBL) can be helpful in improving the autonomous learning ability of undergraduate nursing students.

Image processing research group applied immersive experience into “medical image processing”. A scheme named “introduction by game, case driven, lecture on specific theme, grouping experiment, and seminar”was designed and practiced. We designed a game for each subject and made students immersed in the game to feel the pleasure of learning. We changed the traditional teaching method which focused on every point of knowledge, presented and then decomposed the case before teaching each knowledge point which was related to the case. By grouping experiment and seminar, students can learn actively. We also developed a virtual experiment platform with .NET and Matlab for students to develop learning.

Objective By comparing the organ system based medical integration teaching mode and traditional teaching mode to evaluate the effect of the integration of curriculum implemen-tation. Methods Through a questionnaire survey of 63 students who implement integrated curriculum and 183 students who are not implementing integrated curriculum as well as 76 teachers, we evaluate students' emotional, cognitive and motor skills, using SPSS statistical analysis, chi-square test. Results In the affective domain, most of the teachers thought the experimental class was superior to the com-mon one in learning interest, lifelong learning and independent learning, critical thinking, the contrast of the two classes were P=0.000, P=0.031 and P=0.001 respectively, all of significant difference. In the cognitive domain, the contrast of the two classes in memory, understanding and application were P=0.000, all of significant difference. The experimental class has high degree of recognition. In the psychomotor domain, more than 55.3%(42/76) of the teachers thought that the experimental class was superior to the common class. According to the students' questionnaire survey, the contrast of the two classes in clinical operation skills, Interpersonal communication skills were P=0.077, P=0.031 respec-tively. There was no statistically significant difference. Conclusions The integrated curriculum teach-ing model can greatly promote students' abilities in most areas such as interest in learning, lifelong learning awareness, clinical thinking ability; interpersonal communication skills etc. In some respects the differences remains to be further studied such as memory of knowledge, systematic knowledge, and clinical operation skills, etc.

Since China enters the aging society, there are several apparent trends, such as large elderly population base, rapid growth, aging, dysfunctional andempty nest. These phenomenon leads to a huge economic and social burden for our country and individuals. To meet the health demand of elderly population, our society urgently needs more professional and more comprehensive geriatri-cians. However, the current education methods, to some extent, limit the possibility of the graduates becoming a good geriatric medicine physician in relatively short period. Therefore, it is necessary to reform the geriatrics education methods. Systematic learning method, mutual complementarily method and Problem-based Learning (PBL) method can be used to help geriatrics graduate students master the theoretical knowledge and practical skills before working and lay a solid founding for becoming a good geriatric medicine physician in relatively short period.