Objective To explore the epidemic characteristics of common pneumonia pathogens in preschool children in Xining area and analyze the influencing factors of progression to severe pneumonia. Methods A total of 522 preschool children with pneumonia who were treated in our hospital from May 2021 to March 2024 were retrospectively selected as the research subjects. Sputum samples from children were taken to identify the pathogens and analyze their pathogenic epidemic characteristics.According to the diagnostic criteria in the 2019 version of ^“Standards for the Diagnosis and Treatment of Community-Acquired Pneumonia in Children^”, determine whether it is severe pneumonia, and collect the clinical data of the children.Logistic regression was used to analyze the influencing factors of the progression of common pneumonia to severe pneumonia. Results Among the 522 children with pneumonia, 522 cases were infected with pathogens, of which 447 cases were single infection (85.63%), 75 cases were mixed infection (14.36%). A total of 597 pathogens were detected, including 257 viruses (43.05%), 240 bacteria (40.20%), 68 mycoplasma pneumoniae (11.39%) and 32 chlamydia pneumoniae (5.36) . The detection rates of Streptococcus pneumoniae (149, 24.96%) and respiratory syncytial virus (118, 19.77%) were higher. Logistic regression results showed that length of hospital stay (OR=2.235, 95% CI: 1.552-3.439), ICU admission (OR=2.426, 95% CI: 1.769-3.881), intestinal microbiota disorder (OR=1.626, 95% CI: 1.335-2.842), multi-drug resistance (OR=2.086, 95%CI 1.417-2.905), mixed infection (OR=3.134, 95% CI : 2.217-8.857), nutritional risk (OR=2.783, 95% CI: 2.038-4.764), CRP (OR=2.589, 95% CI: 1.805-4.117), PCT (OR=1.486, 95%CI: 1.077-1.649), and white blood cells (OR=1.329, 95% CI: 1.021-1.536) were all associated with the risk of severe pneumonia (P<0.05). Conclusion The main pathogens of pneumonia in preschool children in Xining are Streptococcus pneumoniae and respiratory syncytial virus. Paying attention to the treatment of children with intestinal disorders, multiple infections, and malnutrition is of great significance to improve the progression of pneumonia.

Objective:To provide theoretical support and practice model for improving the clinical medical education supervision system of university-affiliated hospitals.Methods:This study focused on the group of reserve teaching supervision experts. Through literature research, questionnaire survey, and expert interview, the Competency Evaluation Criteria for Reserve Teaching Supervision Experts was constructed, which was implemented according to the training framework of "theory, practice, summary, and feedback". The paired t-test was performed using SPSS 24.0. Results:The research team formulated the Competency Evaluation Criteria for Reserve Teaching Supervision Experts through expert interviews. Six basic competencies and three advanced competencies for reserve teaching supervision experts were identified and their weights were assigned. A supervision team was established with supervision experts (including reserve teaching supervision experts) and teaching staff at a ratio of 1∶6.9, achieving an increase in the coverage of supervised specialties. A toolkit for enhancing the supervision capabilities of reserve experts was developed, and its effectiveness was analyzed. Statistical analysis showed that the overall score gap between reserve teaching supervision experts and senior supervision experts gradually narrowed. In terms of teaching demeanor and teaching effectiveness, there were no significant differences between the two types of experts. However, in terms of teaching content scores, there was a significant difference between reserve teaching supervision experts and senior supervision experts ( P<0.05). Conclusions:The training mechanism of reserve teaching supervision experts can effectively bridge the structural defects of the traditional supervision team. However, further emphasis is needed on the standardization and professionalization of teaching content supervision.

Objective:To provide theoretical support and practice model for improving the clinical medical education supervision system of university-affiliated hospitals.Methods:This study focused on the group of reserve teaching supervision experts. Through literature research, questionnaire survey, and expert interview, the Competency Evaluation Criteria for Reserve Teaching Supervision Experts was constructed, which was implemented according to the training framework of "theory, practice, summary, and feedback". The paired t-test was performed using SPSS 24.0. Results:The research team formulated the Competency Evaluation Criteria for Reserve Teaching Supervision Experts through expert interviews. Six basic competencies and three advanced competencies for reserve teaching supervision experts were identified and their weights were assigned. A supervision team was established with supervision experts (including reserve teaching supervision experts) and teaching staff at a ratio of 1∶6.9, achieving an increase in the coverage of supervised specialties. A toolkit for enhancing the supervision capabilities of reserve experts was developed, and its effectiveness was analyzed. Statistical analysis showed that the overall score gap between reserve teaching supervision experts and senior supervision experts gradually narrowed. In terms of teaching demeanor and teaching effectiveness, there were no significant differences between the two types of experts. However, in terms of teaching content scores, there was a significant difference between reserve teaching supervision experts and senior supervision experts ( P<0.05). Conclusions:The training mechanism of reserve teaching supervision experts can effectively bridge the structural defects of the traditional supervision team. However, further emphasis is needed on the standardization and professionalization of teaching content supervision.