Abstract:Objective To explore the practical effect of immersive scenario simulation teaching for standardized residency training on the performance of posterior fornix puncture skills.Methods 40 resident doctors in Department of Obstetrics and Gynecology of the First Affiliated Hospital of Harbin Medical University were selected as the research subjects and randomly divided into observation group and control group,with 20 in each group,respectively adopting immersive scenario simulation teaching and traditional teaching of posterior fornix puncture.Evaluation results of the theoretical knowledge,the direct observation of procedural skills(DOPS)and the non-technical skills of residents in the two groups were compared,and the teaching satisfaction and learning confidence of residents were evaluated by questionnaire.Results The theoretical knowledge score of the observation group was(93.40±3.31)points,and that of the control group was(84.60±3.56)points.The difference was statistically significant(P<0.001).The DOPS score of posterior fornix puncture in the observation group was(45.45±3.25)points,and that in the control group was(44.70±9.09)points.There was no statistically significant difference(P=0.365).The non-technical skills assessment score of the observation group was(44.95±3.02)points,and that of the control group was(40.55±2.70)points.The difference was statistically significant(P<0.001).The learning confidence level of the observation group was(44.65±2.66)points,and that of the control group was(41.15±3.01)points.The difference was statistically significant(P<0.001).The teaching satisfaction score of the observation group was(45.35±2.68)points,and that of the control group was(40.85±2.80)points.The difference was statistically significant(P<0.001).Conclusion The application of immersive scenario simulation in the teaching of posterior fornix puncture can effectively improve the theoretical achievement,non-technical skills,teaching satisfaction and confidence of resident doctors.

Abstract:Objective To investigate the feasibility and effectiveness of the clinical pathway-based teaching model in the standardized residency training of ophthalmology.Methods In this prospective cohort study,42 ophthalmology residents undergoing standardized residency training at the Ophthalmology Department of the First Affiliated Hospital of Xi'an Jiaotong University from September 2023 to June 2024 were selected as study participants.After stratifying by student grade,they were randomly divided into an observation group and a control group.Cataract was chosen as the teaching content,and a standard clinical pathway was established.The control group received traditional teaching methods,while the observation group utilized a clinical pathway-based teaching approach.After the training cycle,a comprehensive assessment and a classroom satisfaction survey were conducted for both groups.Results After the teaching period,the scores of clinical practice examination,ophthalmic examination interpretation and test questions for resident ophthalmologists in the observation group were significantly higher than those in the control group(P<0.05).There were no significant differences in operation skills between two teaching methods.(P>0.05).In the classroom satisfaction survey,the satisfaction score for the observation group surpassed that of the control group(P<0.05).Conclusion The clinical pathway-based teaching model,which is structured according to the standardized process of patient management,can help residents to more quickly master the key points of diagnosis and treatment in ophthalmology residency training.

Abstract:Objective To explore the role of scenario simulated perioperative anesthesia crisis events in the training of clinical competence for standardized training of anesthesia residents.Methods From March 2023 to March 2024,a total of 55 anesthesia residents enrolled in 2021 standardized residency training from the Second Affiliated Hospital of Zhejiang University School of Medicine were randomly divided into the observation group(the perioperative crisis scenario simulation teaching group,28 anesthesiologists)and the control group(the traditional teaching group,27 anesthesiologists).After completing the training,the teaching effect was evaluated by comparing the theoretical knowledge,clinical thinking ability,satisfaction and competency scores between the two groups.Results Compared with the control group,the theoretical and clinical thinking scores in the observation group were significantly improved(all P<0.05).Residents of the observation group also had higher satisfaction scores in teaching design,learning ability improvement and non-technical skills,as well as higher clinical competency scores in medical knowledge,medical practice,patient communication and problem-solving abilities(all P<0.05).Conclusion The teaching mode of scenario simulation of perioperative crisis events can effectively improve the theoretical and clinical thinking scores,and helps to train the clinical competence of anesthesia residents,which merits further promotion.

Abstract:Objective To deeply explore the intrinsic connection between the annual professional level test and the graduation exam of standardized residency training in specialized hospitals in order to improve the quality of training.Methods A retrospective analysis was conducted with the annual professional level test scores and the final theoretical examination scores of ophthalmology and otolaryngology specialty residents in the classes of 2019 and 2020.Results There were no significant differences in gender,specialty,education and recruitment source of the residents between the classes of 2019(n=41)and 2020(n=47),(P>0.05).The overall resident physicians'annual professional level test scores and the corresponding final theoretical examination scores were significantly positively correlated(R2=0.395,P<0.05).The analysis showed that recruitment source and education level were the key factors affecting the annual professional level test scores(P<0.05),while multivariate analysis confirmed that education level was the only independent correlation factor.On the other hand,gender was the only independent correlation factor affecting the graduation theoretical examination scores(P<0.05).Conclusion The annual professional level test scores of resident physicians in specialized hospitals have significant predictive and evaluative effects on the graduation examination,enhancing the importance of the annual professional level test,and effectively utilizing its predictive and pre-warning effects on the graduation examination will help improve the training quality of resident physicians.

Abstract:With the development of information technology,big data analysis and pre-training modeling is gradually applied to optimize the teaching feedback system.In order to improve the teaching quality and the learning impact for medical students,this article explores how to build a teaching feedback system for cerebrovascular diseases based on big data analysis and pre-training modeling.This is accomplished by using the natural language processing capabilities of pre-trained models in addition to collecting,analyzing and feedbacking the big data generated throughout the teaching process.By mining multi-dimensional data such as learning behavior,theoretical examination results,operation skills scores and clinical internship performance,this article proposes an intelligent and dynamic feedback system combined with pre-training models,and analyzes its applicability in teaching.

Abstract:Objective To construct a stage-based index system for post competency of the first-year professional master's degree postgraduates in stomatology.Methods The primary questionnaire was established through literature searching and semi-structured interview,and the competency index system was based on the modified Delphi expert consultation method with expert mobility.Results The primary questionnaire included 8 primary indicators and 25 secondary indicators,and the response rate of the two rounds expert consultation was 100%.Kendall's W coefficients of concordance was more than 0.6.In the first round of expert consultation,5 secondary indicators were deleted due to non-compliance with the inclusion criteria.In the second round of expert consultation,all 8 primary indicators and 20 secondary indicators met the inclusion criteria,and the coefficient of variation was less than 0.3.Conclusion The index system is scientific,reasonable and targeted,and can be used as training system for the first-year professional master's degree postgraduates in stomatology.It lays a foundation for the subsequent step-by-step post competence training.

Abstract:Objective To explore the application effect of chest CT combined with artificial intelligence(AI)assisted diagnosis teaching mode in the standardized training of residents in radiology department.Methods From January 2021 to December 2023,a total of 120 residents who rotated in the Department of Radiology,the First Affiliated Hospital of Zhengzhou University were selected and divided into observation group and control group based on whether their traing were combined with AI assisted diagnosis teaching.The clinical diagnosis coincidence rate of the two groups were observed and compared after training.The teaching quality were compared through questionnaires.Results The diagnostic coincidence rates in observation group for high risk nodules and fractures were both higher than those in control group(P<0.05).The detection rates in observation group for nodules larger than 6 mm and 8 mm were both higher than those in control group(P<0.05).The detection rate for nodules larger than 15 mm and the completeness of description for CT findings were not statistically different(P>0.05)between two groups.The difficulty of comprehension in observation group was not statistically different from that in control group.Learning interest and clinical diagnostic thinking ability in observation group were significantly higher than those in control group(P<0.05).Conclusion The teaching mode of chest CT combined with AI assisted diagnosis can improve the coincidence rate of clinical diagnosis,and enhance learning interest and clinical diagnostic thinking ability of residents.

Abstract:To ensure the quality of medical education,in addition to delivering theoretical knowledge in clinical medicine instruction,it is imperative to incorporate extensive simulated operations and applied practice.This integration is crucial for facilitating students'seamless transition from"medical students"to"clinical practitioners."However,these critical components inherently require a robust team of high-caliber clinical educators.Therefore,to safeguard the standards of medical education and the professional competence of future physicians,we need to anchor our efforts in digital transformation,cultivating highly qualified clinical faculty.This study explores strategies for developing such a high-quality teaching team in the current context.

Abstract:In order to further cultivate medical talents with good clinical diagnosis and treatment ability as well as scientific research and innovation ability,and to improve the post-graduation medical education system,hospitals pay more and more attention to the training of postdoctoral doctors.After leaving the training station,postdoctoral fellows still need to continue to participate in standardized residency training,which prolongs the training cycle of medical talents to a certain extent.Currently,some regions have begun to explore the new model of dual-track system of clinical postdoctoral training and residency training,in order to integrate educational resources and continuously optimize the training process.This paper takes EYE&ENT Hospital of Fudan University as an example to summarize the experience of the integration of clinical postdoctoral training with residency training,and puts forward corresponding reflections,in order to provide reference for the further improvement in medical education related work.

Abstract:Objective To explore the application value of the AI-assisted pathological diagnosis-4 C instructional model(four-component instructional design)-case-based learning pedagogy,namely the AIpath-4 C/ID-CBL teaching system,in standardized residency training of clinical pathology departments.Methods Using a stratified randomization method,14 resident physicians enrolled in the standardized residency training program in clinical pathology at Chongqing General Hospital from September 2023 to August 2025 were allocated into an observation group(n=7)and a control group(n=7).The observation group received instruction via the AIpath-CBL teaching system,while the control group underwent traditional teaching methods.A total of 150 histopathologically and clinically confirmed cases were selected for teaching evaluation,including 50 cases of Crohn's disease(CD),60 cases of ulcerative colitis(UC),and 40 non-inflammatory bowel disease cases.All original pathological diagnoses were concealed,and both groups of residents were assessed for diagnostic performance based on these cases.Results The observation group demonstrated significantly higher diagnostic accuracy compared with the control group across all case categories.Specifically,the mean number of correctly diagnosed cases for Crohn's disease(CD)was(43.29±2.14)in the observation group versus(27.57±2.37)in the control group.For ulcerative colitis(UC),it was(53.14±1.57)versus(29.86±1.35),and for non-IBD,(32.29±1.80)versus(18.29±1.50).All inter-group differences were statistically significant(all P<0.001).Conclusion The new educational system facilitates the rapid and high-quality training of qualified clinical pathologists and has extensive and profound application prospects.

Abstract:Since plastic surgery was designated as a specialty in China's national standardized residency training program in 2014,its national training system has gradually improved.However,issues such as limited practice opportunities and insufficient teaching resources still remain.In 2023,Shanghai incorporated plastic surgery as an independent residency training specialty,with Shanghai Ninth People's Hospital,Shanghai Jiao Tong University School of Medicine being one of the first training bases.Relying on its abundant academic resources and first-class faculty,the hospital has laid a foundation for optimizing the residency training model.This article proposes enhancing training quality through the establishment of practical training courses,the introduction of virtual reality technology,and the optimization of training models for eight-year program students.Practical training courses compensate for deficiencies in practice opportunities through standardized skill training,while virtual reality technology provides a high-fidelity simulation environment for risk-free practice,shortening the learning curve and improving skill levels.Although the application of virtual reality technology and practical training courses in plastic surgery residency training is still in its early stages,they show great potential in optimizing teaching resources and improving training efficiency,and offer valuable insights for future medical education reform.

Abstract:Objective To design a simulation-based training program for basic laparoscopic skills applicable to the standardized residency training stage,and to assess its effectiveness in improving trainees'technical performance.Methods Fifty trainees undergoing standardized surgery residency training in Beijing Jishuitan Hospital Affiliated to Capital Medical University were recruited as research subjects to receive training in the simulation training course of laparoscopic skills.Before training,the residents were tested using the laparoscopy basic theory and skills score form to understand the baseline level of the residents.After training,the test was performed again,and the scores of the residents in the two tests were compared.Results After receiving training,the total assessment score of trainees was higher than that of the pre-training test,and the difference was statistically significant(P<0.05).Scores in instrument recognition and use,hand-eye co-ordination(lifting),three-dimensional positioning(lassoing),cutting specific shapes(triangles),controlling a 0-degree laparoscopic lens,and successfully grasping a specific segment,as well as the overall assessment score of the overall evaluation test were significantly improved,and the differences were statistically significant(all P<0.05).The differences were not statistically significant(all P>0.05)when comparing the aspects of cutting specific shapes(circle),cutting specific shapes(ellipse),successful titanium clamping,and suturing and knotting.Conclusion Laparoscopic simulation teaching can improve trainees'basic theory and practical skills level of laparoscopic surgery,and has great application value in the basic skills training of minimally invasive surgery for residents.

Abstract:Objective To explore the practice of ADDIE and BOPPPS models on enhancing the content of clinical small lectures for residency training.Methods This study analyzed the characteristics of clinical small lectures and the common problems in teaching practice of residency training.Then,taking rehabilitation medicine as an example,it explored how to design the stage course plan and the single teaching process respectively under the guidance of the ADDIE and BOPPPS models,with residents as the center.Results Through practice,it was found that the course improved the learning enthusiasm of residents,achieved good training results,and was generally recognized by residents.Conclusion The application of ADDIE and BOPPPS models is conducive to scientific,rational,feasible and effective course construction,and could provide some reference for the content construction of residency training.

Abstract:Objective To explore the effects of applying medical record demonstration teaching in standardized residency training of hospital medical record writing for general practitioners in stomatology.Methods A total of 38 residents who received standardized residency training in the Department of Stomatology of the First Affiliated Hospital of Nanjing Medical University from September 2019 to September 2023 were selected as the research subjects.They were divided into two groups according to the training period,14 residents from 2019 to 2020 were included in the control group,and 24 residents from 2021 to 2023 were assigned into the test group.The medical record demonstration teaching method was used in the test group.The control group learned with the traditional teaching methods.The teaching effects were evaluated by the scores of hospital medical record writing and the self-evaluation questionnaire.Results After training,the medical record writing scores of the test group were higher than those of the control group,and the differences were statistically significant(P<0.05).The self-evaluation questionnaire showed that the test group had higher scores than the control group in deepening theoretical understanding,improving autonomous learning ability,cultivating clinical thinking ability,improving classroom participation and cultivating interest in learning,and the differences were statistically significant(all P<0.05).Conclusion The application of medical record demonstration teaching can improve the quality of hospital medical record writing of residents.

Abstract:Objective To investigate the professional identity and job satisfaction of specialist physicians and explore their influencing factors and intervention strategies.Methods In June 2024,an electronic questionnaire survey was conducted among specialist physician trainees from 14 standardized residency training bases affiliated with Peking University Health Science Center.The questionnaire included the Professional Identity Scale,Job Satisfaction Scale,and other relevant measures.The levels of professional identity and job satisfaction as well as their influencing factors were assessed.Results Among 175 participants,the mean professional identity score was(39.11±7.36)points,and the average job satisfaction score was(4.05±0.82)points.There were significant differences in the scores of professional identity among the specialist physicians with different marital status,educational background,training specialty and work stress(all P<0.05).And there were significant differences in job satisfaction among specialist physicians with different marital status,training specialty and work stress(all P<0.05).Professional identity was positively correlated with job satisfaction(r=0.722,P<0.01)and negatively correlated with work stress(r=-0.368,P<0.01).Age,work stress and job satisfaction were predictive factors of professional identity scores(all P<0.05).Conclusion Specialist physicians exhibit moderate levels of professional identity and relatively high job satisfaction.Targeted measures are urgently needed to enhance professional identity among this population.

Abstract:Objective To develop an artificial intelligence(AI)teaching assistant for standardized residency training in obstetrics and gynecology(referred to as"residency training"for short)based on the textbook knowledge structure and to verify its performance.Methods Taking Handbook of Obstetrics and Gynecology Residents,Clinical Guidance Manual of Obstetrics and Gynecology,and Clinical Skills and Clinical Thinking Series-Obstetrics and Gynecology Volume as core knowledge sources,the AI teaching assistant was built by structuring textbook content,establishing a self-developed question-and-answer database,and adopting a"retrieval-generation"dual-engine architecture(with ChatGLM-6 B as the basic engine).A total of 120 knowledge points were selected for performance verification,and the knowledge point accuracy,clinical logical rationality,clinical adaptability,and response efficiency were compared between this system and ChatGPT-3.5.Results The knowledge point accuracy of the obstetrics and gynecology AI teaching assistant was(91.2±0.33)%,which was significantly higher than that of ChatGPT-3.5[(64.5±0.35)%](P<0.001).Its clinical logical rationality was(87.1±0.42)%,which was better than that of ChatGPT-3.5[(63.8±0.50)%](P<0.001).Its clinical adaptability was(89.5±0.36)%,which was also superior to that of ChatGPT-3.5[(57.9±0.43)%](P<0.001).The response efficiency of this system was(1.7±0.4)seconds,which was significantly better than that of ChatGPT-3.5[(2.2±0.7)seconds](P=0.028).Conclusion The obstetrics and gynecology AI teaching assistant constructed based on the textbook knowledge structure has excellent performance.It can meet the needs of residents for fragmented learning and clinical ability improvement,and provide a feasible solution for the digitalization of obstetrics and gynecology residency training education.

Abstract:This article analyzes the application of a novel case-based multi-and inter-disciplinary curriculum in orthopedic medical education.By integrating knowledge from disciplines such as radiology,anesthesiology and rehabilitation,and by combining teaching methods such as scenario simulation and problem-based learning(PBL),along with the assistance of virtual reality(VR)technology,this course can enhances residents'clinical decision-making abilities,and effectively overcome the limitations in traditional single-discipline teaching.It also proposes prospects for future personalized education and global collaboration.

Abstract:Objective To evaluate the training effect of standardized general practice residency training of Pu'er People's Hospital with Kirkpatrick Model,and to provide reference for improving the general practice training system and for enhancing the connotation construction of the base.Methods 92 general practice residents from Pu'er City People's Hospital were selected as the study subjects,while 203 leading faculty members and 27 institutions were surveyed.Evaluating the training effectiveness of general practice residents using the Kirkpatrick Model.Results For the reaction layer,the residents'overall satisfaction with the residency training base and the teaching staff was high.For the learning layer,the difference between the residents'mean scores in the hospital's general examination before and after training was statistically significant by t-test(t=5.955,P<0.001).For the behavioural layer,the teaching staff and institutions rated the residents'overall competence as good,with a satisfaction rate of 90.20%(184/204)and 92.77%(154/166),respectively.For the outcome layer,the complaint rate and medical accident rate of the residents who participated in the study were 0.The passing rate of the Licensing Examination for Medical Practitioners was 98.6%,and the passing rate of the final examination was 97.6%.After standardized residency training,residents had significant improvements in terms of job competence and met the job requirements of institutions.Conclusion Standardized residency training in Pu'er People's Hospital achieves good results,but the residents'clinical thinking ability and case analysis ability need to be strengthened,and their ability in scientific research and academics needs to be further improved.In addition,the work pressure during the training period and the physical and mental health of the general medicine residents after employment need to be paid attention to by the residency training bases and institutions.

Abstract:Standardized residency training(SRT)for general surgery is a crucial component of postgraduation medical education and plays a critical role in cultivating outstanding surgical talents for clinical practice.A well-established supervision system is vital for strengthening SRT management and ensuring training quality.This article summarizes the practical experience of the Department of Surgery at West China Hospital of Sichuan University in managing the surgical SRT process.It elaborates on how the department establishes a scientific,standardized and refined training management system,which is supported by the combination of a dual-supervision mechanism,covering both teaching implementation and teaching quality,with a real-time resident feedback system.This approach can unify and standardize the teaching practices and administrative requirements across seven surgical specialty training bases within the hospital.Furthermore,this study proposes a two-tiered discipline-based supervision management model led by the Department of Surgery,which can serve as a reference for future supervisory management in surgical SRT.

Abstract:Objective To investigate the willingness for training in clinical competence and research among surgical residents in standardized residency programs,and to analyze differences in training expectations among residents of different academic backgrounds and training stages.Methods A self-designed questionnaire based on the national standardized residency training syllabus was administered to 108 surgical residents at Sir Run Run Shaw Hospital,Zhejiang University.The survey investigated the expectations regarding training effectiveness in ward rounds,clinical duties,operating room practices,outpatient training,professionalism,literature review,and research participation.Results Among the 108 participants,47 were postgraduate residents and 61 were non-postgraduate residents.The cohort included 39 first-year,39 second-year,and 30 third-year residents.Postgraduate residents reported significantly higher expectations than non-postgraduate residents in outpatient training,operating room practices,and research-related training.Third-year residents demonstrated higher expectations than first-and second-year residents across most domains,particularly in foundational clinical knowledge and research skill development.Second-year residents outperformed first-year residents only in expectation for laparoscopic camera handling.All the above differences were statistically significant(all P<0.05).Conclusion Surgical residents exhibit high overall expectations for standardized residency training,with notable variations based on academic background and training stage.Tailored teaching strategies and personalized training plans should be implemented to address these differences and enhance clinical competence and scientific research thinking effectively.