In recent years, the convergent media environment, which integrates text, video, audio, animation, and other media forms, has become indispensable in higher education. Online teaching within this environment leverages a " cloud-based, multi-screen" dissemination model, effectively integrating various forms of media resources to accommodate mobile and ubiquitous learning scenarios. This approach meets the diverse needs of different learners, and makes course content delivery more dynamic while enhancing teacher-student interaction. As a result, it fosters innovation in course instruction, shifting teaching methods from " standardization" to " differentiation" , thereby providing a platform and resources for personalized learning. This paper analyzes the design and resource development strategies for Nuclear Medicine online courses within the convergent media environment from three perspectives: constructing a high-quality online course system centered on learning outcomes, driving innovation in online teaching focused on the learning experience, and highlighting the efficacy of cultivating high-quality nuclear medicine professionals through a top-tier online course. By systematically summarizing the implementation experience in building the Nuclear Medicine online course, this article aims to provide strategies and pathways to enrich the content supply and cross-platform integration of online medical courses in China.

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.

Anticipatory anxiety is a negative emotion that arises when individuals encounter potential threats or uncertainties in the future. It is the core symptom of a variety of anxiety disorders, and is closely associated with the occurrence, severity, treatment outcome, and prognosis of anxiety disorders, which has garnered a growing amount of focus in clinical practice. Nevertheless, scientific research on anticipatory anxiety continues to face obstacles such as unclear pathological mechanisms, the absence of simple and consistent self-assessment tools, and effective interventions. To improve understanding of the role of anticipatory anxiety in the diagnosis and treatment of anxiety disorders, this study reviews pertinent domestic and international literature, and briefly introduces the concept, assessment and measurement, activation paradigm, pathological mechanisms, and interventions of anticipatory anxiety.

In recent years, the convergent media environment, which integrates text, video, audio, animation, and other media forms, has become indispensable in higher education. Online teaching within this environment leverages a " cloud-based, multi-screen" dissemination model, effectively integrating various forms of media resources to accommodate mobile and ubiquitous learning scenarios. This approach meets the diverse needs of different learners, and makes course content delivery more dynamic while enhancing teacher-student interaction. As a result, it fosters innovation in course instruction, shifting teaching methods from " standardization" to " differentiation" , thereby providing a platform and resources for personalized learning. This paper analyzes the design and resource development strategies for Nuclear Medicine online courses within the convergent media environment from three perspectives: constructing a high-quality online course system centered on learning outcomes, driving innovation in online teaching focused on the learning experience, and highlighting the efficacy of cultivating high-quality nuclear medicine professionals through a top-tier online course. By systematically summarizing the implementation experience in building the Nuclear Medicine online course, this article aims to provide strategies and pathways to enrich the content supply and cross-platform integration of online medical courses in China.

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.

Anticipatory anxiety is a negative emotion that arises when individuals encounter potential threats or uncertainties in the future. It is the core symptom of a variety of anxiety disorders, and is closely associated with the occurrence, severity, treatment outcome, and prognosis of anxiety disorders, which has garnered a growing amount of focus in clinical practice. Nevertheless, scientific research on anticipatory anxiety continues to face obstacles such as unclear pathological mechanisms, the absence of simple and consistent self-assessment tools, and effective interventions. To improve understanding of the role of anticipatory anxiety in the diagnosis and treatment of anxiety disorders, this study reviews pertinent domestic and international literature, and briefly introduces the concept, assessment and measurement, activation paradigm, pathological mechanisms, and interventions of anticipatory anxiety.