The harmful impacts of bisphenol compounds(BPs)on the body have come into emphasis because to the dramatic rise in their manufacture and use globally.BPs are significant risk factors influencing food safety since they can come into intimate contact with people's daily life through food,food contact materials,and numerous environmental media.Because of their endocrine-disrupting properties,BPs may adversely affect the body's immunological,neuroendocrine,and reproductive systems,as well as inducing cancer.This paper analyzes and summarizes the potential toxic effects of BPs,common detection methods,and compares the limit standards of BPs in food contact materials at home and abroad,which provides a theoretical basis for further improving regulatory standards,promoting food safety,and safeguarding people's health.

Objective:To explore the application effect of BOPPPS teaching model in the teaching of Food Safety Supervision and Management course.Methods:Students of two parallel classes majoring in the Food Quality and Safety of the same grade of a university in Liaoning Province were selected,and the traditional teaching model and BOPPPS teaching model were used for teaching practice respectively.The scores,teaching effect and satisfaction of two groups were compared.Results:The regular performance and total scores of the experimental group were significantly higher than those of the control group(P＜0.05).In terms of enhancing students'interest in food safety supervision,improving knowledge and skills,cultivating self-directed learning and teamwork abilities,strengthening the close connection between the course and real cases,and providing assistance for future career,the experimental group performed significantly better than the control group(P＜0.05).Moreover,the satisfaction of the experimental group was higher than that of the control group(P＜0.05).Conclusion:BOPPPS teaching model has a remarkable effect in the teaching of Food Safety Supervision and Management course,providing an effective approach for the teaching reform of this course.

Objective:To explore the teaching reform of the Food Analysis experiment course under the concept of employment-oriented education,and to improve students'practical ability and employment competitiveness.Methods:Taking students majoring in Food Quality and Safety at a certain university as the research objects,the control group adopted traditional teaching,while the experimental group carried out reforms by optimizing the curriculum system,innovating the teaching mode,and establishing a diversified evaluation system.The total scores,teaching effectiveness,satisfaction with the teaching mode,and the evaluation of graduates by employers between the two groups were compared.Results:The average total score of the experimental group was significantly higher than that of the control group(P＜0.05).The teaching effect evaluations of the experimental group in improving experimental operation skills and enhancing employment position cognition were all higher than those of the control group(P＜0.05).The satisfaction of the experimental group with the teaching mode was better than that of the control group(P＜0.05).In the evaluation results of employers on graduates,the excellent rate of the experimental group was significantly higher than that of the control group(P＜0.01).Conclusion:The reform measures effectively improve the teaching quality and students'comprehensive literacy,and deliver high-quality talents with both practical ability and innovative thinking to the food industry.

Objective:To establish innovative teaching reform methods suitable for food-related majors in medical colleges by leveraging virtual simulation experimental technology.Methods:Based on the course construction and application of the national virtual simulation experiment teaching course sharing platform,a comparative study was conducted between traditional teaching and virtual simulation experiment technology teaching for grade 2021 and grade 2022 students majoring in food quality and safety.The differences between the two teaching methods were analyzed by comparing learning performance.Results:A total of 58 food virtual simulation courses covering 107 courses were constructed in the national virtual simulation experiment teaching course sharing platform,which had been widely recognized in university education.Compared with the traditional teaching method,the experimental teaching using virtual simulation technology significantly improved the students'scores in homework assignments,midterm exams,and final exams.Conclusion:The application of virtual simulation experiment technology in the Animal and Plant Quarantine course enhances students'learning performance and strengthens their practical application abilities,which has become an internal driving force to strengthen the construction of professional level.

Objective:To provide a theoretical foundation for improving the evaluation of ideological and political education within medical curricula by comparing and analyzing the teaching effectiveness of AI-empowered ideological and political case teaching with conventional case teaching.Methods:Utilizing a cluster sampling method,two administrative classes who received the course of Preventive Medicine were selected,and randomly divided into the AI-empowered ideological and political case group(case 1 group)and the common case group(case 2 group).During the medical course instruction,each group received teaching sessions incorporating their respective case study content.A questionnaire survey was subsequently administered to compare the students'levels of acceptance and perception towards the ideological and political case teaching.Results:The students'recognition rates for"whether the ideological education cases could achieve the teaching objectives","the close combination of ideological education cases and preventive medicine professional knowledge"and"case teaching deepened students'understanding of doctors'social services"in Case 1 group were all higher than those in Case 2 group(P＜0.05).There was no significant difference in the recognition rate for"the case content has practical guiding significance(such as response to public health events)","the case enhanced my sense of mission in the field of public health",and"the lecture process of the case impressed me"between the two groups(P＞0.05).Conversely,the recognition rate of the Case 2 group for"the integration of ideological education cases had more warmth"was higher than that of the Case 1 group(P＜0.05).Conclusion:Correctly evaluating and utilizing AI-empowered ideological and political case teaching in medical course education can more efficiently achieve the goals of ideological and political education.

The harmful impacts of bisphenol compounds(BPs)on the body have come into emphasis because to the dramatic rise in their manufacture and use globally.BPs are significant risk factors influencing food safety since they can come into intimate contact with people's daily life through food,food contact materials,and numerous environmental media.Because of their endocrine-disrupting properties,BPs may adversely affect the body's immunological,neuroendocrine,and reproductive systems,as well as inducing cancer.This paper analyzes and summarizes the potential toxic effects of BPs,common detection methods,and compares the limit standards of BPs in food contact materials at home and abroad,which provides a theoretical basis for further improving regulatory standards,promoting food safety,and safeguarding people's health.

Objective:To explore the application effect of BOPPPS teaching model in the teaching of Food Safety Supervision and Management course.Methods:Students of two parallel classes majoring in the Food Quality and Safety of the same grade of a university in Liaoning Province were selected,and the traditional teaching model and BOPPPS teaching model were used for teaching practice respectively.The scores,teaching effect and satisfaction of two groups were compared.Results:The regular performance and total scores of the experimental group were significantly higher than those of the control group(P＜0.05).In terms of enhancing students'interest in food safety supervision,improving knowledge and skills,cultivating self-directed learning and teamwork abilities,strengthening the close connection between the course and real cases,and providing assistance for future career,the experimental group performed significantly better than the control group(P＜0.05).Moreover,the satisfaction of the experimental group was higher than that of the control group(P＜0.05).Conclusion:BOPPPS teaching model has a remarkable effect in the teaching of Food Safety Supervision and Management course,providing an effective approach for the teaching reform of this course.

Objective:To explore the teaching reform of the Food Analysis experiment course under the concept of employment-oriented education,and to improve students'practical ability and employment competitiveness.Methods:Taking students majoring in Food Quality and Safety at a certain university as the research objects,the control group adopted traditional teaching,while the experimental group carried out reforms by optimizing the curriculum system,innovating the teaching mode,and establishing a diversified evaluation system.The total scores,teaching effectiveness,satisfaction with the teaching mode,and the evaluation of graduates by employers between the two groups were compared.Results:The average total score of the experimental group was significantly higher than that of the control group(P＜0.05).The teaching effect evaluations of the experimental group in improving experimental operation skills and enhancing employment position cognition were all higher than those of the control group(P＜0.05).The satisfaction of the experimental group with the teaching mode was better than that of the control group(P＜0.05).In the evaluation results of employers on graduates,the excellent rate of the experimental group was significantly higher than that of the control group(P＜0.01).Conclusion:The reform measures effectively improve the teaching quality and students'comprehensive literacy,and deliver high-quality talents with both practical ability and innovative thinking to the food industry.

Objective:To establish innovative teaching reform methods suitable for food-related majors in medical colleges by leveraging virtual simulation experimental technology.Methods:Based on the course construction and application of the national virtual simulation experiment teaching course sharing platform,a comparative study was conducted between traditional teaching and virtual simulation experiment technology teaching for grade 2021 and grade 2022 students majoring in food quality and safety.The differences between the two teaching methods were analyzed by comparing learning performance.Results:A total of 58 food virtual simulation courses covering 107 courses were constructed in the national virtual simulation experiment teaching course sharing platform,which had been widely recognized in university education.Compared with the traditional teaching method,the experimental teaching using virtual simulation technology significantly improved the students'scores in homework assignments,midterm exams,and final exams.Conclusion:The application of virtual simulation experiment technology in the Animal and Plant Quarantine course enhances students'learning performance and strengthens their practical application abilities,which has become an internal driving force to strengthen the construction of professional level.

Objective:To provide a theoretical foundation for improving the evaluation of ideological and political education within medical curricula by comparing and analyzing the teaching effectiveness of AI-empowered ideological and political case teaching with conventional case teaching.Methods:Utilizing a cluster sampling method,two administrative classes who received the course of Preventive Medicine were selected,and randomly divided into the AI-empowered ideological and political case group(case 1 group)and the common case group(case 2 group).During the medical course instruction,each group received teaching sessions incorporating their respective case study content.A questionnaire survey was subsequently administered to compare the students'levels of acceptance and perception towards the ideological and political case teaching.Results:The students'recognition rates for"whether the ideological education cases could achieve the teaching objectives","the close combination of ideological education cases and preventive medicine professional knowledge"and"case teaching deepened students'understanding of doctors'social services"in Case 1 group were all higher than those in Case 2 group(P＜0.05).There was no significant difference in the recognition rate for"the case content has practical guiding significance(such as response to public health events)","the case enhanced my sense of mission in the field of public health",and"the lecture process of the case impressed me"between the two groups(P＞0.05).Conversely,the recognition rate of the Case 2 group for"the integration of ideological education cases had more warmth"was higher than that of the Case 1 group(P＜0.05).Conclusion:Correctly evaluating and utilizing AI-empowered ideological and political case teaching in medical course education can more efficiently achieve the goals of ideological and political education.