Objective:To explore the construction and application of the evaluation system for ideological and political education in clinical medicine courses based on analytic hierarchy process (AHP) and fuzzy comprehensive evaluation (FCE) models.Methods:The evaluation system for ideological and political education in clinical medicine courses was constructed based on AHP and FCE models in the Yaahp software. Ideological and political education checklist teaching that places equal emphasis on medical ethics and skill was implemented in internal medicine course taken by 185 students in The First Affiliated Hospital of Xi'an Jiaotong University. At the end of the course, the evaluation system was used to obtain quantitative comprehensive evaluation results.Results:Based on AHP and FCE models, the evaluation system for ideological and political education in clinical medicine courses was established. The goal was education of students with both medical ethics and skill, the criteria included teachers' ethics, curriculum design, students' experience and development assessment, and thirteen alternatives were used in the system. The implementation effect of ideological and political education in internal medicine course of the first semester in the 2020-2021 academic year was evaluated by the evaluation system. The quantitative comprehensive evaluation score was 4.080 (range 1-5), which showed that the ideological and political education checklist teaching with equal emphasis on medical ethics and skill achieved good educating effect.Conclusion:The evaluation system for the implementation effect of ideological and political education in clinical medicine courses can be constructed based on the AHP and FCE models. The evaluation system is scientific, quantitative, comprehensive, and improvable.

Objective:To explore the feasibility and effectiveness of hierarchical teaching based on team-based learning (TBL) combined with Bandura's role model theory in improving the training effectiveness of newly hired gastroenterology nurses.Methods:The 98 nurses recruited in the Department of Gastroenterology from July 2019 to July 2023 were divided into a control group (47) and an observation group (51) according to their order of enrollment. The control group received routine teaching, while the observation group received hierarchical teaching based on TBL plus Bandura's role model theory. The two groups were compared for theoretical and skill assessment scores, clinical communication skills, teamwork ability, training effectiveness, and satisfaction with teaching.Results:After the training, the theoretical and practical assessment scores of the observation group were (81.69±4.26) and (80.29±5.21) points, respectively, which were significantly higher than the (77.57±4.16) and (75.28±5.43) points in the control group ( P<0.05). After the training, both groups showed significant improvements in building harmonious relationships, listening skills, team participation, problem confirmation, information transmission, and validation of feelings, with the observation group scoring higher than the control group. After the training, the trust and support, team orientation, team leadership, and team mental model dimensions scores of both groups were significantly improved, and the observation group showed higher scores than the control group. After the training, the leadership ability, critical patient monitoring, teaching and cooperation, planning evaluation, communication, and professional development scores of both groups were significantly improved, and the observation group demonstrated higher scores than the control group. The observation group scored higher on various dimensions of teaching satisfaction than the control group ( P<0.05). Conclusions:Hierarchical teaching based on TBL plus Bandura's role model theory can improve the quality of training newly hired nurses in the gastroenterology department, enhance their clinical communication skills, teamwork abilities, and clinical nursing quality, and facilitate the cultivation of high-quality gastroenterology clinical nurses.