We report the design and implementation of generative AI (GenAI) -mediated formative feedback activities in undergraduate medical education, motivated by the rapidly increasing use of GenAI among university students worldwide and growing concerns about AI-generated submissions. This practical report describes an approach in which GenAI provides comments on student-written work, with the aim of supporting self-reflection rather than replacing learner effort. The intervention was introduced in two compulsory courses at a Japanese medical school: Professionalism 1a (first year) and Hygiene (third year) .　At course orientation, students received a brief GenAI literacy session outlining appropriate use, common risks, and explicit prohibitions, including the entry of identifiable information. During early implementation in the first-year course, substantial variation was observed in students' GenAI usage skills. To ensure a more consistent experience, instructors provided standardized prompts for students to use when requesting feedback on their draft reports. Students then submitted both their original drafts and the GenAI-generated feedback. Across both courses, the GenAI comments were generally appropriate and aligned with the intended purposes of the assignments, suggesting that standardized prompts can help scaffold students' formative use of GenAI. At the same time, the experience highlighted important challenges. In particular, ethical guidance regarding sensitive or clinical information will become increasingly essential as students begin to use GenAI in more authentic clinical and experiential settings. Strengthening early curricula that address GenAI literacy, responsible use, and privacy protection will therefore be a critical component of future medical education.

Cognitive apprenticeship and reflective practice are fundamental educational theories supporting postgraduate clinical training. Community hospital rotations provide ideal opportunities to apply these theories. However, community hospitals face challenges in securing educational time due to faculty shortages and heavy clinical workloads, leading to on-the-job training becoming the primary educational approach. Consequently, opportunities for structured instruction and reflection may be limited, potentially hindering the implementation of cognitive apprenticeship and reflective practice. To address this mismatch between educational needs and available resources, we implemented a remote educational conference focused on clinical questions (CQs) arising from residents' clinical experiences. Unlike traditional clinical conferences that focus on determining patient management, this initiative centers on reflective dialogue based on CQs formulated by residents themselves. By integrating experiential learning theory and reflective practice theory and focusing specifically on the latter three steps of cognitive apprenticeship, we successfully constructed an effective educational model for remote learning environments. This practice enables high-quality medical education that transcends geographical constraints and is considered valuable for future community-based medical education.

This report describes the design and implementation of a 90-minute flipped classroom workshop for physician career development. Based on Merrill’s First Principles of Instruction, the “Scientific Approach to Career Success” workshop integrates pre-learning and in-person sessions to foster deep reflection and autonomous career planning. The instructional model employs a five-stage structure -Problem-Centered, Activation, Demonstration, Application, and Integration- designed to enable learners to visualize values, analyze decision-making styles, and evaluate social networks. These activities were developed in alignment with eight career competencies based on the National Career Development Guidelines framework. Participants progressed from building a value-based career vision to formulating a realistic action plan informed by evidence and ethical considerations. The approach emphasizes the role of educators as facilitators, promoting learner autonomy and sustained development beyond the session. This model offers a systematic framework for bridging educational theory and practice, providing a promising approach for integrating structured career support into medical education.

Background: The processes through which healthcare professionals learn interprofessional communication and develop related perceptions remain insufficiently understood.　Methods: Semi-structured interviews were conducted with eight healthcare professionals with over 10 years of experience. Transcripts were analyzed thematically, and changes in learning and perception were examined using the framework of communities of practice.　Results: Four themes emerged regarding learning processes: (1) observing colleagues, (2) engaging in conversations to learn patient care from other professions, (3) collaborating while mutually understanding professional roles, and (4) practicing collaborative care while maintaining professional responsibilities. Regarding perceptions, four themes were identified: (5) tools for accurate information sharing, (6) tools for fostering mutual understanding, (7) tools for enabling teams to achieve common goals, and (8) competencies essential for healthcare professionals.　Conclusion: Findings suggest that as experienced professionals deepen their participation in communities of practice, interprofessional communication evolves through a process of reinterpreting prior experiences and understandings, leading to gradual transformation and reconstruction of learning and perceptions.

Objective:To evaluate the cognitive status for oral genetics among graduate students of stomatology, and to provide advice for teaching reform and design of oral genetics course.Methods:A questionnaire survey was conducted among first-year graduate students of stomatology in Medical School of Nanjing University enrolled in the academic year of 2022-2023. The questionnaire was designed for "Assessing cognition and attitudes towards oral genetics" and included four parts: assessment of students' level of awareness and knowledge about oral genetic disorders; understanding the role of genetic factors in stomatology; the causes of oral diseases; and awareness of oral genetic disorders and rare oral diseases. Students completed the questionnaire anonymously and voluntarily at the beginning and end of the course. Excel 2013 was used for data processing. SPSS 21.0 was used for rank sum test, chi-square test, and t-test for paired samples. Results:A total of 58 questionnaires were recovered (recovery rate 89.66%) and 52 questionnaires were valid (26 each at the beginning and end of the course). A total of 26 students aged (24.73±1.28) years were enrolled and 69.23% of the students treated patients with oral genetic disorders. Their knowledge of oral genetics increased significantly after the course ( Z=-3.74, P<0.001). Their familiarity with the number of rare oral diseases and oral genetic disorders increased significantly after the course [(18.34±8.61) vs. (29.69±10.39), t=5.95, P<0.001]. Conclusions:Students generally realize the importance of genetics in stomatology. The implementation of the course helps to improve students' cognition and clinical diagnosis and treatment of oral genetic diseases.

Objective:To investigate the application effect of entrustable professional activities (EPAs) in competency evaluation of dermatology residents, to practice the goal of hierarchical progressive training for EPAs competency in dermatology residents, and to improve the competency of physicians.Methods:A questionnaire survey was conducted among 8 clinical instructors and 165 residents who received standardized residency training in Department of Dermatology, The First Affiliated Hospital of Jinzhou Medical University, from September 2019 to September 2022, and self-assessment and trainer-assessment were performed based on EPAs. The Kruskal-Wallis H test and the Mann-Whitney U test were used for comparison of entrustable level between the dermatology residents of different grades. Results:The scores of both trainer-assessment and self-assessment based on EPAs increased with the increase in the grade of the resident physicians, and the resident physicians of the third year (the PGY3 group) had the highest levels of trainer-assessment and self-assessment based on EPAs. The resident physicians of all grades showed relatively low assessment scores of EPA4 (making a medical decision), EPA8 (recognize a patient requiring urgent or emergent care and initiate evaluation and management), EPA14 (clinical teaching), and EPA15 (public health events management). There were significant differences in all EPAs items of trainer-assessment and self-assessment between the residents of different grades (Kruskal-Wallis test, P<0.05). There was a significant difference in trainer-assessment between PGY1 and PGY2 and between PGY1 and PGY3 (Bonferroni P correction, P<0.05), while there was no significant difference between the PGY2 and PGY3 groups ( P>0.05). Conclusions:There are differences in the evaluation of EPAs in dermatology residents of different grades, and hierarchical progressive training of EPAs competency can effectively improve the clinical competency of dermatology residents. Given the inconsistency between the scores of self-assessment and trainer-assessment, it is necessary to improve the feedback plan in the future.

In order to cultivate high-level medical talents, introducing information technology into medical teaching, the teaching faculty of the "Medical Functional Experiment" course constructed and explored an online-offline hybrid experimental problem-based learning (PBL) model guided by hypoxia pathophysiology problems. We explore the teaching method, implementation process, assessment, and effect evaluation of the experimental PBL model from the aspects of teaching objects, online teaching platform setting, and offline application, and also discuss its academic innovation points and application value. We hope to provide ideas for integrating the PBL concept into experimental teaching and help cultivate excellent innovative medical talents.

Based on the investigative research of the construction, implementation, and assessment of ideological and political education in the Cardiology curriculum at Tongji University, three main problems were concluded: the teaching methods were not suitable for the current needs of ideological and political construction in the curriculum; the professional knowledge teaching and ideological and political education were disconnected; and the quality of teaching evaluation was not high. The teaching team conducted detailed research and exploration through reforming the teaching mode, building an ideological and political material library and innovating the integration of ideological and political education with the curriculum, and innovating the evaluation system for the professional learning and ideological and political education of the curriculum, and designed an innovative method to implement curriculum ideology and politics based on material library refining combined with investigation feedback. Teaching practice verified that the method could effectively solve the three problems. The effectiveness monitoring after class demonstrated that the new method achieved the expected results, and the ideological and political construction of the Cardiology curriculum had significant improvements, proving that the method is practical and worth being promoted.