Objective:To evaluate the practical effectiveness of a one-to-one mentorship-based short-term training model for senior medical professionals in clinical, teaching, research, and management dimensions based on the reaction and learning levels of the Kirkpatrick model, and to explore its application value.Methods:A total of 109 physicians and their 109 mentors who participated in the senior medical professional training program at The First Affiliated Hospital of Sun Yat-sen University from June 2023 to May 2024 were included. The one-to-one mentorship teaching method was implemented. Data were collected through self-assessment questionnaires and mentor evaluation forms to analyze satisfaction, proficiency, competency improvement, and training effectiveness and their correlations.Results:Valid feedback forms were collected from 100 physicians and 100 mentors. At the reaction level, the satisfaction of trainees was high for mentors (99.00%, 99/100) and training content [clinical: 98.96%(95/96), teaching: 93.75%(15/16), research 85.71%(12/14), management: 100.00%(24/24)]. At the learning level, trainee self-assessed and mentor-evaluated proficiency exceeded 75.00% across all dimensions except research. Significant improvements in clinical, teaching, research, and management competencies were reported by both trainees and mentors ( P<0.001). Notably, evaluations of clinical competency improvement showed strong consistency ( r s=0.37, P<0.001). Conclusions:The one-to-one mentorship-based short-term training model demonstrated positive effects in enhancing mentorship outcomes and excellent educational effectiveness in senior medical professionals. This model is recommended for implementation in similar hospitals for training senior medical professionals.

Objective:To explore the effects of diversified teaching combined with the affective-cognitive theory in neurology clerkship instruction.Methods:We enrolled 406 medical students on clerkship at the affiliated hospitals of Sun Yat-sen University from November 2023 to April 2024. They were randomly assigned by cluster to either observation group ( n=164) or control group ( n=242). The observation group received a diversified teaching model that selected context-appropriate teaching methods based on clinical scenarios, while using the affective-cognitive theory to optimize instructional pathways. The control group received traditional teaching. The effectiveness of teaching was evaluated through an objective structured clinical examination (OSCE; maximum score, 10 points) and a questionnaire survey. SPSS 22.0 was used to perform Mann-Whitney U test, chi-square test, and multiple linear regression analysis. NVivo 12.0 was employed to process open-ended questions. Results:In the OSCE, the observation group had a significantly higher mean score than the control group [9 (8, 10) points vs. 8 (7, 9) points, Z=-6.10, P<0.001]. The distribution difference across different score ranges between the two groups was also statistically significant ( Z=-5.94, P<0.001). Stratified analyses by sex and neurological theory test score demonstrated significantly higher mean scores in the observation group than in the control group ( P<0.001). The multiple linear regression analysis indicated an independent positive correlation between the novel teaching model and OSCE score ( P<0.001). The results of the questionnaires revealed that in the observation group, 98.57% reported that they were satisfied with the teaching model, and 90.72% reported that they accomplished the core teaching objectives; core competencies including knowledge and skills, communication and collaboration, and professionalism were improved; additionally, the participants of the observational group highly endorsed the practical content, the logical structure and richness of instruction, and the active classroom learning environment. Conclusions:The diversified teaching model integrated with the affective-cognitive theory significantly improves proficiency in core clinical skills across different groups of neurology clerks.

Objective:To investigate the characteristics of continuing medical education (CME) and continuing professional development (CPD) systems in China, the perceptions of health professionals regarding CME/CPD, and their views on the extent to which the current CME/CPD systems meet learning needs.Methods:A questionnaire survey method was employed. The Chinese version of the global CME/CPD questionnaire developed by the Association for Medical Education in Europe was used to conduct an online survey of 2 951 health professionals across 32 provinces, autonomous regions, and municipalities directly under the central government in mainland China from 2020 to 2021. The survey results were analyzed using descriptive statistics, chi-square tests, and content analysis.Results:Among the 2 951 respondents, internal medicine practitioners accounted for the highest proportion (664, 22.50%), and 2 050 (69.47%) of the respondents were located in the eastern region. In the past 12 months, 1 489 (50.46%) respondents participated in 11-30 hours of CME/CPD, and 2 406 (81.53%) considered that the existing activities met their learning needs. There were statistically significant differences ( P<0.05) in the learning needs for CME/CPD, participation in educational training and interprofessional continuing education, and satisfaction with industry-supported CME/CPD among health professionals with different years of practice. Conclusions:Health professionals in China have a high level of participation in CME/CPD. There are differences in their familiarity and satisfaction with the current systems. It is recommended to enhance the promotion of the CME/CPD systems, optimize the teaching content, improve education quality, and strengthen commercial interest regulation. These will better meet the learning needs of health professionals and promote high-quality development in medical education.

Objective:To explore the effects of diversified teaching combined with the affective-cognitive theory in neurology clerkship instruction.Methods:We enrolled 406 medical students on clerkship at the affiliated hospitals of Sun Yat-sen University from November 2023 to April 2024. They were randomly assigned by cluster to either observation group ( n=164) or control group ( n=242). The observation group received a diversified teaching model that selected context-appropriate teaching methods based on clinical scenarios, while using the affective-cognitive theory to optimize instructional pathways. The control group received traditional teaching. The effectiveness of teaching was evaluated through an objective structured clinical examination (OSCE; maximum score, 10 points) and a questionnaire survey. SPSS 22.0 was used to perform Mann-Whitney U test, chi-square test, and multiple linear regression analysis. NVivo 12.0 was employed to process open-ended questions. Results:In the OSCE, the observation group had a significantly higher mean score than the control group [9 (8, 10) points vs. 8 (7, 9) points, Z=-6.10, P<0.001]. The distribution difference across different score ranges between the two groups was also statistically significant ( Z=-5.94, P<0.001). Stratified analyses by sex and neurological theory test score demonstrated significantly higher mean scores in the observation group than in the control group ( P<0.001). The multiple linear regression analysis indicated an independent positive correlation between the novel teaching model and OSCE score ( P<0.001). The results of the questionnaires revealed that in the observation group, 98.57% reported that they were satisfied with the teaching model, and 90.72% reported that they accomplished the core teaching objectives; core competencies including knowledge and skills, communication and collaboration, and professionalism were improved; additionally, the participants of the observational group highly endorsed the practical content, the logical structure and richness of instruction, and the active classroom learning environment. Conclusions:The diversified teaching model integrated with the affective-cognitive theory significantly improves proficiency in core clinical skills across different groups of neurology clerks.

Objective:To investigate the characteristics of continuing medical education (CME) and continuing professional development (CPD) systems in China, the perceptions of health professionals regarding CME/CPD, and their views on the extent to which the current CME/CPD systems meet learning needs.Methods:A questionnaire survey method was employed. The Chinese version of the global CME/CPD questionnaire developed by the Association for Medical Education in Europe was used to conduct an online survey of 2 951 health professionals across 32 provinces, autonomous regions, and municipalities directly under the central government in mainland China from 2020 to 2021. The survey results were analyzed using descriptive statistics, chi-square tests, and content analysis.Results:Among the 2 951 respondents, internal medicine practitioners accounted for the highest proportion (664, 22.50%), and 2 050 (69.47%) of the respondents were located in the eastern region. In the past 12 months, 1 489 (50.46%) respondents participated in 11-30 hours of CME/CPD, and 2 406 (81.53%) considered that the existing activities met their learning needs. There were statistically significant differences ( P<0.05) in the learning needs for CME/CPD, participation in educational training and interprofessional continuing education, and satisfaction with industry-supported CME/CPD among health professionals with different years of practice. Conclusions:Health professionals in China have a high level of participation in CME/CPD. There are differences in their familiarity and satisfaction with the current systems. It is recommended to enhance the promotion of the CME/CPD systems, optimize the teaching content, improve education quality, and strengthen commercial interest regulation. These will better meet the learning needs of health professionals and promote high-quality development in medical education.

Objective:To evaluate the practical effectiveness of a one-to-one mentorship-based short-term training model for senior medical professionals in clinical, teaching, research, and management dimensions based on the reaction and learning levels of the Kirkpatrick model, and to explore its application value.Methods:A total of 109 physicians and their 109 mentors who participated in the senior medical professional training program at The First Affiliated Hospital of Sun Yat-sen University from June 2023 to May 2024 were included. The one-to-one mentorship teaching method was implemented. Data were collected through self-assessment questionnaires and mentor evaluation forms to analyze satisfaction, proficiency, competency improvement, and training effectiveness and their correlations.Results:Valid feedback forms were collected from 100 physicians and 100 mentors. At the reaction level, the satisfaction of trainees was high for mentors (99.00%, 99/100) and training content [clinical: 98.96%(95/96), teaching: 93.75%(15/16), research 85.71%(12/14), management: 100.00%(24/24)]. At the learning level, trainee self-assessed and mentor-evaluated proficiency exceeded 75.00% across all dimensions except research. Significant improvements in clinical, teaching, research, and management competencies were reported by both trainees and mentors ( P<0.001). Notably, evaluations of clinical competency improvement showed strong consistency ( r s=0.37, P<0.001). Conclusions:The one-to-one mentorship-based short-term training model demonstrated positive effects in enhancing mentorship outcomes and excellent educational effectiveness in senior medical professionals. This model is recommended for implementation in similar hospitals for training senior medical professionals.

AIM: To investigate the expression of microRNA-375 (miR-375) in hepatocellular carcinoma (HCC) and to analyze the target genes and signaling pathways regulated by miR-375.METHODS: The expression of miR-375 was examined at tissue microarray of HCC by in situ hybridization.The whole human genome chip and bioinforma-tics analysis were applied to screen out the differential expression genes and signaling pathways in 4 HCC cell lines trans-fected with miR-375 mimic.RESULTS:In situ hybridization showed the expression of miR-375 in HCC tissues were obvi-ously higher than that in tumor-adjacent tissues (P<0.05).There were 20 co-upregulated genes and 17 co-downregulated genes in all 4 cell lines.Bioinformatic analysis showed that there were 54 signaling pathways related to up-regulated genes and 48 signaling pathways related to down-regulated genes in all 4 cell lines.CONCLUSION: miR-375 may play a key role in the pathological process of HCC.The bioinformatic analysis is able to screen the target genes and signaling pathways regulated by miR-375 and to provide an explicit direction for further mechanism research on HCC.

Traditional research ideas of miRNA-target gene-biological function have ignored the contact between the target genes and signaling pathways involved , making the integrity and relevance of miRNA regulatory mechanisms not be fully elucidated .Integrated with systematic and relevant way of thinking , summarization and analysis for the luciferase reporter assay validated miR-205 target genes and their related signaling pathways will pave the way for new research area for miR-205 , and , it will be helpful for breaking through the status quo and exploring the novel research areas for miRNA .