With the rapid advancement of medical technology and the increasing complexity of clinical environments, competence in clinical ethical decision-making has become an indispensable core competency for exemplary physicians. However, traditional medical ethics education has long been confronted with the persistent challenges of theory-practice dissociation and the disconnect between pedagogical settings and clinical realities. Thus, how to construct a "Clinical Ethics" curriculum that aligns with the objectives of training high-caliber medical professionals has emerged as a critical and challenging issue in current medical education reform. To effectively address this challenge, the Office of Education at Peking University Third Hospital, since 2021, has assembled a multidisciplinary "Clinical Ethics" teaching and management team comprising faculty from Peking University School of Humanities and key clinical specialists from the hospital. In 2022, the "Clinical Ethics" elective course was formally launched for fourth-year students in the eight-year MD program who had completed coursework in "Medical Ethics" and organ-system-based curricula, with the aim of exploring and operationalizing a pre-clinical ethics education model tailored for senior medical students. The course employs a modular instructional design encompassing "theoretical review-case-based deliberation-clinical workshop", which effectively facilitates the deep integration of medical humanities with clinical practice.Following four years of iterative refinement through the "plan-act-observe-reflect" cycle, the course has demonstrated positive outcomes in enhancing students' ethical awareness and decision-making capabilities, and has preliminarily established a sustainable collaborative mechanism among the multidisciplinary faculty team. This article systematically delineates the course development background, pedagogical model and methodological innovations, and the multidisciplinary collaborative framework, alongside reflections and summaries based on implementation outcomes, with the intent of providing references for the future development of "Clinical Ethics" curricula.

In this study, we proposed an idea on systematic construction and optimization of a clinical coaching teacher qualification access system in Peking University Third Hospital by combining lean thinking and the Six Sigma methodology and following the steps of definition, measurement, analysis, improvement, and control. Based on the constructivism theory, the clinical coaching teacher qualification access system is divided into two progressive sessions: access to clinical coaching qualifications and access to theoretical teaching qualifications. By analyzing the appraisal data of clinical coaching teacher qualification access in the past 10 years, we revealed the data characteristics of pass rates of clinical coaching qualifications to determine the goal for dynamic improvement. On top of this analysis, we identified measures to maintain a stable pass rate of clinical coaching teacher qualification access, optimized the development direction and path of the clinical coaching teacher qualification access, and continuously promoted the teaching ability of teachers through the coordinated implementation of different systems and measures. In our research, we expanded the administrative scope of the access system, sorted out the objectives and paths of the system improvement, and provided a practical reference for constructing a clinical coaching teacher qualification access system and promoting the construction of teaching quality standardization in university-affiliated hospitals.

Objective:To construct an intelligent APP-assisted process assessment mode for standardized residency training and explore its application effect.Methods:Based on the "XUEYIKU" APP platform developed in Peking University Third Hospital, we built a standardized process of process assessment for standardized residency training assisted by intelligent APP and combining both online and offline components. We analyzed the frequency of APP use, satisfaction with the APP, the problems solved by the APP, and the aspects that need to be improved. SPSS 26.0 was used for t-test and Chi-square test. Results:The satisfaction score of teachers with the APP was (7.66±1.86) points. The satisfaction score of professional base teaching directors/process assessment coordinators was higher than that of clinical teachers [(8.28±1.30) vs. (7.42±1.99), P=0.013]. Most residents were satisfied with the APP (67.44%, 29/43), regarded its role in supporting the entire assessment process as important (55.81%, 24/43), and reviewed teacher feedback (65.12%, 28/43). Some teachers indicated that the APP solved problems such as paperless exam scoring (59.00%, 59/100), standardized exam processes (43.00%, 43/100), score statistics (42.00%, 42/100), and score reporting (42.00%, 42/100). The residents believed that the APP resolved issues such as exam notification (44.19%, 19/43), scheduling (41.86%, 18/43), and result feedback (41.86%, 18/43). Both teachers and residents mentioned the need for further strengthening the stability of the APP system and simplifying operational steps. Conclusions:With APP as a link, through the instant transmission and feedback of data, the intelligent APP-assisted process assessment mode drives the reflection and summarization of professional bases, clinical teachers, and residents, and promotes the post competence of residents.

In this study, we proposed an idea on systematic construction and optimization of a clinical coaching teacher qualification access system in Peking University Third Hospital by combining lean thinking and the Six Sigma methodology and following the steps of definition, measurement, analysis, improvement, and control. Based on the constructivism theory, the clinical coaching teacher qualification access system is divided into two progressive sessions: access to clinical coaching qualifications and access to theoretical teaching qualifications. By analyzing the appraisal data of clinical coaching teacher qualification access in the past 10 years, we revealed the data characteristics of pass rates of clinical coaching qualifications to determine the goal for dynamic improvement. On top of this analysis, we identified measures to maintain a stable pass rate of clinical coaching teacher qualification access, optimized the development direction and path of the clinical coaching teacher qualification access, and continuously promoted the teaching ability of teachers through the coordinated implementation of different systems and measures. In our research, we expanded the administrative scope of the access system, sorted out the objectives and paths of the system improvement, and provided a practical reference for constructing a clinical coaching teacher qualification access system and promoting the construction of teaching quality standardization in university-affiliated hospitals.

Objective:To construct an intelligent APP-assisted process assessment mode for standardized residency training and explore its application effect.Methods:Based on the "XUEYIKU" APP platform developed in Peking University Third Hospital, we built a standardized process of process assessment for standardized residency training assisted by intelligent APP and combining both online and offline components. We analyzed the frequency of APP use, satisfaction with the APP, the problems solved by the APP, and the aspects that need to be improved. SPSS 26.0 was used for t-test and Chi-square test. Results:The satisfaction score of teachers with the APP was (7.66±1.86) points. The satisfaction score of professional base teaching directors/process assessment coordinators was higher than that of clinical teachers [(8.28±1.30) vs. (7.42±1.99), P=0.013]. Most residents were satisfied with the APP (67.44%, 29/43), regarded its role in supporting the entire assessment process as important (55.81%, 24/43), and reviewed teacher feedback (65.12%, 28/43). Some teachers indicated that the APP solved problems such as paperless exam scoring (59.00%, 59/100), standardized exam processes (43.00%, 43/100), score statistics (42.00%, 42/100), and score reporting (42.00%, 42/100). The residents believed that the APP resolved issues such as exam notification (44.19%, 19/43), scheduling (41.86%, 18/43), and result feedback (41.86%, 18/43). Both teachers and residents mentioned the need for further strengthening the stability of the APP system and simplifying operational steps. Conclusions:With APP as a link, through the instant transmission and feedback of data, the intelligent APP-assisted process assessment mode drives the reflection and summarization of professional bases, clinical teachers, and residents, and promotes the post competence of residents.

Objective:To construct a set of scientific, oriented, and feasible teaching evaluation indices for undergraduate clinical medicine teaching that are suitable for the development and needs of clinical teaching.Methods:A preliminary index system was established based on literature search, semi-structured interview, and group discussion, and then a consultation questionnaire was compiled to conduct two rounds of consultation with 25 Chinese experts. SPSS 27.0 software was used for statistical analysis.Results:The questionnaire recovery rate was 100.0% for both rounds of consultation, indicating the highly active participation of experts. The authority coefficient of experts was >0.84, indicating a high degree of reliability. The coefficient of variation was 0-0.22 for each index, and the coordination coefficient of the second round was higher than that of the first round ( P<0.001), indicating a relatively high degree of coordination of expert opinions and relatively credible results of the consistency of expert opinions. Finally a set of quality assessment indices were developed for theoretical lectures, clinical teaching, and online theoretical courses for undergraduate medical students, including 6-7 primary indices and 12-14 secondary indices. Conclusions:Through the scientific and standardized application of the Delphi method, a set of comprehensive undergraduate teaching evaluation indices with clinical characteristics have been developed, which can adapt to the development of the new era, improve the quality of teaching, and promote the development of medical talents.

Objective:To realize the characteristics of postgraduate students applying for Peking University Third Hospital and to explore the strategies to improve the enrollment quality on the background of "Double first-class".Methods:Enrollment data from 2015 to 2019 of the Peking University Third Hospital was statistically analyzed by SPSS 17.0 software. For variables that did not conform to the normal distribution, median and quartile were utilized for description. Mann-Whitney U test was utilized for comparison between admission group and non-admission group. For the counting data, number of cases and proportion were utilized for description. The comparison between groups was performed by chi-square test or Fisher precision test. All tests were two-sided and had a significance level of 0.05. Results:The average enrollment ratio was 4.9∶1. The overall admission rate of first choice was 76.9% (450/585), which kept increased steadily, and the gap between national key clinical specialties and non-key specialties was narrowed. The geographical distribution of students was mainly in north China (30%, 175/585) and east China (28%, 164/585). The admission group had characteristics of high score of CET-6 (505 vs. 480, Z=-5.86, P<0.001) and young age (24 vs. 25, Z=-8.15, P<0.001). The proportion of "985", "211" or "Double first-class" universities, patents invention, conference speeches and high level awards in admission group was higher than that in non-admission group. Conclusion:Sustainable policies should be taken to constantly improve the quality of enrollment including establishing sound mechanism of discipline adjustment and optimization, increasing the publicity of enrollment nationwide, and strengthening the selection of the comprehensive ability of students centered on the construction of first-class disciplines.

Objective:To explore the difficulties and measures of clinical medical postgraduates management during the national prevention of COVID-19 pandemic.Methods:This study mainly used the document review, interview and questionnaire survey methodologies, to investigate the clinical medical postgraduates school situation, online teaching, training, scientific research, psychological state during prevention of COVID-19 emergency.Results:Up to February 14, 2020, the return rate of professional degree postgraduates was 92.8% (256/276). The average score of postgraduates participating in epidemic prevention and control training was 86.59. The effect of online learning was basically the same as that of face-to-face classroom teaching. Up to March 6, 2020, the in-hospital submission rate of postgraduates’ thesis was 50.0% (65/130). Facing the pressures of COVID-19 emergency, 62.6% professional degree postgraduates (124/198) and 35.4% (70/198) academic postgraduates suffered some anxiety or depression, the difference was statistically significant ( P<0.05). Conclusions:During the COVID-19 prevention and control period, it is important to innovate work style, found the linkage system of education department-clinical department-tutor-postgraduates, pay attention to physical and mental health of postgraduates, ensure the quality of teaching, adopt various measures to do well in the education and management of clinical medical postgraduates.

Objective To investigate how build a comprehensive basic theory training curriculum for residents.Methods Random questionnaire survey of residents,along with a forum of experts to explore an optimal basic theory training curriculum for residents.Results 71.9％ of the residents surveyed were satisfied with the basic theory training curriculum,14.9％ proposing training time be adjusted to evenings or weekends,and 8.8％ proposing to adjust the training content.Conclusion A diversified reform on the training content,training time,training teachers,management and teaching evaluation aspects.These will help building a comprehensive and practical,standardized and reasonable basic theory curriculum,in order to effectively improve the quality of residency training.

OBJECTIVETo study the effect of radiotherapy of nasopharyngeal carcinoma on visual evoked potential (VEP).

METHODSVEP of 63 patients with nasopharyngeal carcinoma were tested before, at the end of, half a year, one year, 2 years and 3 years after their radiotherapy.

RESULTSWithin the male group, one year after radiotherapy, the latency of VEP was significantly delayed than that before and at the end of radiotherapy, while the amplitude was decreased significantly. Two years after radiotherapy, the latency of VEP was significantly delayed more than that before radiotherapy. However there was no significant difference among VEP at the end of, half a year and 3 years after radiotherapy. Within the female group, 2 years after radiotherapy, the latency of VEP was significantly delayed than that before radiotherapy. Three years after radiotherapy, the latency of VEP was significantly delayed than that before, at the end of, half a year and one year after radiotherapy. There was no significant difference in VEP amplitudes before and after radiotherapy.

CONCLUSIONWithin the male group, the abnormal delay of VEP latency mostly happens one or two years after radiotherapy. Within the female group, the significant delay of VEP latency happens at the end of radiotherapy and lasts for 3 years, while the VEP amplitude does not change significantly during the 3 years after radiotherapy. The result indicates that the sustained radiation damage within the female visual nerve system starts at the end of radiotherapy, but to a lesser degree. It was shown that radiotherapy of nasopharyngeal carcinoma certainly damages the visual nerve system, though there is sex difference in the impairment.

Adult ; Evoked Potentials, Visual ; radiation effects ; Female ; Humans ; Male ; Middle Aged ; Nasopharyngeal Neoplasms ; radiotherapy ; Sex Factors ; Time Factors