With the advancement of the "New Medical Science" reform, the "Medicine+X" model has emerged as a key direction for the future development of medical education. Multidisciplinary integration places higher demands on both educators and students. Emerging technologies, such as intelligent tutoring systems, adaptive learning platforms, intelligent campus management systems, and ChatGPT, have made personalized learning possible. Such approaches offer notable advantages, including improving learning efficiency, enhancing motivation, eliminating the spatiotemporal constraints of clinical education, and alleviating teachers′ workloads. Nevertheless, the application of artificial intelligence in personalized medical education still faces multiple challenges, such as issues of data quality and reliability, the need for faculty development, shifts in educational paradigms, and ethical considerations. This study explored the current status of artificial intelligence in personalized medical education and offered recommendations to promote its development, including strengthening the integration of technology and education, enhancing the digital literacy of educators, establishing ethical guidelines, and fostering multi-stakeholder collaboration.

In traditional teaching, medical students have limited opportunities to interact with patients, which constrains the development of their clinical skills. Virtual standardized patients offer a potential solution to this limitation. This article analyzes the advantages of virtual standardized patients and their application in clinical teaching.

Medical students often struggle to understand and master the relevant knowledge and skills in teaching, especially in surgical teaching. Emerging 3D printing technology can help students to understand and master surgical techniques. The problem-based learning (PBL) teaching method helps students to develop their independent thinking and teamwork skills. The combination of these methods has already achieved significant success. Therefore, this article discusses the application and combining 3D printing technology with the PBL teaching method in medical teaching, particularly in urological surgery education, and provides new ideas and references for future, more diverse, and high-tech medical education.

With the advancement of the "New Medical Science" reform, the "Medicine+X" model has emerged as a key direction for the future development of medical education. Multidisciplinary integration places higher demands on both educators and students. Emerging technologies, such as intelligent tutoring systems, adaptive learning platforms, intelligent campus management systems, and ChatGPT, have made personalized learning possible. Such approaches offer notable advantages, including improving learning efficiency, enhancing motivation, eliminating the spatiotemporal constraints of clinical education, and alleviating teachers′ workloads. Nevertheless, the application of artificial intelligence in personalized medical education still faces multiple challenges, such as issues of data quality and reliability, the need for faculty development, shifts in educational paradigms, and ethical considerations. This study explored the current status of artificial intelligence in personalized medical education and offered recommendations to promote its development, including strengthening the integration of technology and education, enhancing the digital literacy of educators, establishing ethical guidelines, and fostering multi-stakeholder collaboration.

In traditional teaching, medical students have limited opportunities to interact with patients, which constrains the development of their clinical skills. Virtual standardized patients offer a potential solution to this limitation. This article analyzes the advantages of virtual standardized patients and their application in clinical teaching.

Medical students often struggle to understand and master the relevant knowledge and skills in teaching, especially in surgical teaching. Emerging 3D printing technology can help students to understand and master surgical techniques. The problem-based learning (PBL) teaching method helps students to develop their independent thinking and teamwork skills. The combination of these methods has already achieved significant success. Therefore, this article discusses the application and combining 3D printing technology with the PBL teaching method in medical teaching, particularly in urological surgery education, and provides new ideas and references for future, more diverse, and high-tech medical education.

Objective:To explore the application of the early clinical exposure concept-guided question-answer teaching model combined with the ORTCC (objectives, rules, training, check, and culture) model in endocrine teaching reform.Methods:Sixty-two students who interned at Beijing Anzhen Hospital of Capital Medical University from August 2022 to August 2023 were divided into control group and observation group according to the order of student number, with 31 students in each group. The control group received traditional teaching, while the observation group received early clinical exposure concept-guided question-answer teaching combined with the ORTCC model. At the end of the internship, the two groups were compared in terms of theoretical and practical assessment scores and comprehensive competency assessment scores. SPSS 22.0 was used to perform the t-test. Results:The theoretical assessment score of the control group was (87.00±3.86) points, while that of the observation group was (91.26±4.34) points, with a statistically significant difference between the two groups ( t=4.09, P<0.001). The observation group also showed significantly higher scores of clinical practice assessment and comprehensive competency assessment than the control group ( P<0.05). Conclusions:The combination of question-answer teaching guided by the early clinical exposure concept and the ORTCC model is helpful for endocrine interns to master theoretical knowledge and acquire clinical practical skills and comprehensive abilities, effectively improving the quality of internship teaching.

Biochemistry and molecular biology is one of the most important professional basic courses for students in medical universities.Constructing scientific teaching quality control system for biochemistry and molecular biology is essential for improving its teaching quality.This paper discussed on some principles needed to be followed in constructing the teaching quality control system for biochemistry and molecular biology in medical universities and elucidated the three leveled frame of this system including university,college and department.This paper also illuminated on the main contents,implementation,organization system,evaluation system and incentive measures of this teaching quality control system.