Objective:To construct evaluation indicators for the effectiveness of curriculum ideology and politics education in medical colleges and universities based on the Center for the Study of Evaluation (CSE) model.Methods:Based on the CSE-based theoretical framework of "needs evaluation, program evaluation, formative evaluation, and summative evaluation", semi-structured interviews were conducted to select indicators. The Delphi method was used to conduct two rounds of questionnaire-based consultation with 29 experts to establish a set of indicators for evaluating the effects of curriculum ideology and politics teaching of medical colleges and universities. The priority diagram was used to calculate and determine the weight of each index.Results:The authority coefficient of the 29 experts included in this study was 0.85. The Kendall's coefficients of concordance for the two rounds of expert consultation were 0.361 and 0.577 ( P<0.05), respectively. Finally, an evaluation system for the effectiveness of curriculum ideology and politics teaching was formed, including 4 first-level indicators, 9 second-level indicators, and 18 evaluation observation points. The 4 first-level indicators were "implementation objectives", "implementation plans", "implementation process", and "implementation effects". Conclusions:The CSE model is suitable as a theoretical framework for constructing the evaluation system of curriculum ideology and politics teaching in medical schools, which employs scientific indicator construction methods, follows the basic principles of course evaluation, and conforms to the current concept of ideological and political construction of medical curricula, showing certain feasibility and guiding significance.

To implement the strategy of healthy China and promote the construction of "new medicine science", it is urgent to focus on new needs and challenges to advance the reform of medical education curricula in China. Using literature research methods, we summarize the process of modern medical education curriculum reforms in the United States, and discuss the main features of the third-round reforms—introducing the concept of value-based medicine, offering health systems science courses, and promoting the curriculum system reform from the perspectives of learning time, curriculum integration, and learning methods. Based on these features, we put forward the enlightenment for the reform of medical education curricula in China.

Objective:To construct a scientific and systematic indicator system for the ideological and political construction of medical professional courses in military medical universities, and to provide a reference for the teaching management department of military medical universities to guide and manage the ideological and political construction of courses, as well as for medical professional course instructors to carry out the ideological and political teaching of courses.Methods:On the basis of literature research and case studies, a framework of the indicator system was established for the ideological and political construction of medical professional courses in military medical universities, and six experts in the field of military medical education were invited for pre-consultation. A preliminary draft of the indicator system was formed after discussion within the research group. A total of 25 experts, who had intermediate or above professional titles and long-term experience in military medical education, teaching and management, military academy education management, and military ideological and political education in military academies, were invited to conduct two rounds of Delphi expert consultation, and a statistical analysis was performed for the consultation results to determine the indicator system for the ideological and political construction of medical professional courses in military medical universities. The percentage weight method and the product method were used to calculate the weight coefficient of each indicator and combined weight coefficient.Results:In the two rounds of expert consultation, the expert positivity coefficient was 100%, the expert authority coefficient was 0.883, and the Kendall harmony coefficients were 0.254 and 0.268, respectively ( P<0.05). Finally, an indicator system was established for the ideological and political construction of medical professional courses in military medical universities, which consisted of 5 primary indicators, 12 secondary indicators, and 31 tertiary indicators. The 5 primary indicators were the teaching objectives, teaching team, teaching resources, teaching implementation, and teaching effect of curriculum ideology and politics, with a weight coefficient of 0.210, 0.202, 0.197, 0.202, and 0.189, respectively. Conclusions:The indicator system constructed in this study is scientific, reliable, systematic, and comprehensive and has a certain guiding significance for the ideological and political construction of medical professional courses in military medical universities.

Objective:To construct an index system for including ideological and political education elements and cases in the Health Assessment course, and to provide a reference for the evaluation of ideological and political teaching of the Health Assessment course.Methods:By using literature analysis, the nominal group method, and the Delphi expert consultation method, we determined indicators for ideological and political elements and case inclusion criteria for the undergraduate nursing course Health Assessment. The analytic hierarchy method was applied to quantify the items and determine the final weights of the indicators at each level.Results:The response rates of two rounds of expert consultation were both 100%. The authority coefficient of the experts was 0.880. For the second-round consultation on the system of ideological and political elements, the coefficient of variation was 0.078, and the Kendall's coefficient of concordance was 0.334. For the second-round consultation on the inclusion criteria for ideological and political cases, the coefficient of variation was 0.075, and the Kendall's coefficient of concordance was 0.312. Finally, we determined 6 first-level indicators and 30 second-level indicators for the ideological and political elements of the Health Assessment course, and 9 indicators for the inclusion of ideological and political cases for the Health Assessment course.Conclusions:The established index system for the ideological and political elements and cases of the Health Assessment course for nursing undergraduates is reasonable, scientific, and reliable, which can provide a reference for subsequent construction of the ideological and political teaching system for the Health Assessment course.

Objective:To construct a precision analysis–lean training–accurate evaluation (PLA) training model, for pre-selected health sergeants, composed of three cycle stages: precision analysis, lean training, and accurate evaluation, to promote the precise docking between the training supply side and the demand side of the army, and to improve the quality and effectiveness of pre-selected health sergeant training.Methods:Based on literature analysis and Delphi method, after expert consultation, SPSS 25.0 was used to analyze the Kendall harmony coefficient, determine the indicator system and weight, and carry out empirical research.Results:After two rounds of consultation, 15 valid questionnaires were collected, and the positive coefficient of experts was 100.00%; the mean authority coefficient was 0.85; the Kendall harmony coefficient was 0.303-0.516 ( P<0.05). Finally, an indicator system composed of three first-level indicators, eight second-level indicators, and 22 three-level indicators, including precision analysis, lean training, and accurate evaluation, was established. In the empirical study, the average overall satisfaction of the training subjects was 4.79. Conclusions:The consultation results are credible, and the PLA training model for pre-selected health sergeants can be used as a reference for organizing training reform.

Objective:To investigate the impact of teacher-student language interaction behavior in the teaching quality of health management courses in lecture competitions by using the Flanders interaction analysis method.Methods:The Flanders interaction analysis model was used to collect and analyze the data on teacher-student interaction behavior of three teachers during the lecture competitions of health management courses, and the three teachers were analyzed in terms of behavior in classroom interaction, student reactions, and features of interaction mode.Results:During the lecture competition, it was found that region E in the FIAS matrix was positive and qualified, and the frequency ratio of positive and qualified to defective grids was much greater than 1 for the three teachers. The teaching methods of all three teachers could alleviate the tense atmosphere in the classroom, enhance interaction between teachers and students, and improve the learning effectiveness of students. The speech behaviors of Teacher C and Teacher S were 91.87% and 81.48%, respectively, which were higher than the norm, while the speech behaviors of Teacher Y was 52.63%, which was lower than the norm. The integrated teaching method was better than the teaching methods of case-based learning and problem-based learning and could better help students master health knowledge and skills, cultivate a healthy lifestyle, promote physical and mental health, and improve health literacy.Conclusions:By using the Flanders interaction analysis method, teachers can observe and analyze interactions with students, evaluate teaching effectiveness, and provide targeted feedback and improvement suggestions to improve teaching quality and the learning outcomes of students. At the same time, teachers and students can also understand their strengths and weaknesses through observation and analysis of interaction methods and make corresponding improvements to teaching methods and contents, so as to encourage students to actively participate in classroom interaction and improve learning effectiveness and student satisfaction.

Objective:To conduct a survey of the current status of education service offered to professional master's students in clinical medicine in a grade-A tertiary hospital in Chongqing, China based on the SERVQUAL model, and to discuss the problems with education service as well as measures for improvement.Methods:Based on the SERVQUAL model, a questionnaire consisting of 30 items in 5 dimensions was designed. Each item was rated for an expected score and a perceived score. Medical professional master's students in a Chongqing grade-A tertiary hospital in the first half year of 2022 were surveyed for the expected and perceived quality of education service to calculate service quality (SQ). SPSS 26.0 was used for reliability and validity analyses and descriptive statistical analyses. The results were analyzed using a two-dimensional quadrant graph.Results:A total of 263 valid questionnaires were returned, with an effective response rate of 97.77%. For both the expectation scale and the perception scale, the Cronbach's α values were >0.8, and the Kaiser-Meyer-Olkin values were >0.7, indicating good reliability and validity. The mean expected value of education service quality was 4.28, the mean perceived value was 3.96, and the mean gap value was -0.32. The SQ scores for all the items were negative, except for "provide neat suits for work". The two-dimensional quadrant analysis showed that 6 items were located in quadrant III (low-expectation and low-perception area), and 7 items were located in quadrant IV (high-expectation and low-perception area).Conclusions:The evaluation scale based on the SERVQUAL model can effectively reflect problems in postgraduate education for medical master's students, helping develop strategies to improve the quality of education service.

This paper mainly discusses the practical significance of the internal quality assurance system of graduate students in a military medical university based on training process management. The integrated internal quality assurance system follows the direction of three core steps—course learning, scientific research practice training, and dissertation writing, and highlights nine key points—learning foundation in admission education and training, knowledge acquisition in course learning, application ability in teaching and scientific research practice, innovation ability in academic activities and innovation competitions, topic selection quality in thesis proposal, training quality in mid-term assessment, paper quality in dissertation writing, output quality in thesis defense, and comprehensive quality in diploma awarding. Our exploration and practical experience is shared in this article.

This study established a school-supervisor-postgraduate "three-dimensional interaction" mode of academic norms and ethics education for medical postgraduates based on their training characteristics. The mode was evaluated and improved in practice. The results showed that after the implementation of the mode, graduate students significantly improved their awareness of how to standardize the implementation of experiments [(79.86% vs. 89.47%); P=0.021] and how to write formal experimental records [(84.72% vs. 92.76%); P=0.028]. In addition, there were significant increases in the pass rate of pre defense (85.42% vs. 94.08%; P=0.014) and blind review (84.03% vs. 93.42%; P=0.010). The "three-dimensional interaction" mode truly helps to achieve a win-win-win situation between postgraduate supervisors and the school, and is worth further practice and promotion.

This study included 116 professional postgraduate students majoring in clinical surgery who rotated in the Department of Breast and Thyroid Surgery of The First Affiliated Hospital of Army Medical University from 2019 to 2022. The students were provided with open online courses on precision medicine to build a strong theoretical foundation for evidence-based medicine; subsequently, precision medicine courses focusing on thyroid surgery were offered; and multidisciplinary team rounds for typical and difficult-to-diagnose cases were organized. Taking thyroid cancer as an example, questionnaire surveys and typical clinical case assessment were conducted to compare the scientific research and professional competencies of the students before and after evidence-based medicine education. The results showed that the students had significantly improved ability to use academic databases to acquire professional knowledge and solve problems, and showed increased enthusiasm in class, believing that the teaching content was easy to absorb and moderate in difficulty and the teaching effect was good.