The construction of the New Medical Sciences aims to cultivate interdisciplinary medical talents,placing higher demands on physiology experiment teaching.In light of the challenges of traditional teaching,such as outd...The construction of the New Medical Sciences aims to cultivate interdisciplinary medical talents,placing higher demands on physiology experiment teaching.In light of the challenges of traditional teaching,such as outdated content,a single assessment mechanism,low student engagement,and limited research experience among instructors,this study proposes a reform pathway centered on research competence development,supported by diversified evaluation methods and the deep integration of ideological and scenario-based teaching.By optimizing teaching content,introducing innovative projects,establishing a multidimensional assessment system,and strengthening faculty development,the proposed reforms effectively enhance students’Innovative ability and practical skills.This study provides theoretical insights and practical experience for training interdisciplinary medical professionals to meet the demands of the new era.展开更多
This study explores the innovation and entrepreneurship education model in medical education under the background of“New Medical Science,”aiming to cultivate interdisciplinary talents that can meet the future health...This study explores the innovation and entrepreneurship education model in medical education under the background of“New Medical Science,”aiming to cultivate interdisciplinary talents that can meet the future healthcare needs.With the advancement of the national innovation strategy,“New Medical Science”emphasizes not only the transmission of professional knowledge but also the development of interdisciplinary integration and innovation capabilities to address the rapid changes in medical technology.A survey was conducted to assess the innovation and entrepreneurship competencies of medical students at Pingdingshan University.The results show that students have a high level of awareness and participation in innovation and entrepreneurship education,yet there is a need to strengthen the integration of skill enhancement with professional knowledge.Based on the survey findings and theoretical foundations of innovation and entrepreneurship,the paper proposes pathways to enhance medical students’innovation and entrepreneurship abilities,focusing on strengthening faculty development,improving the curriculum system,promoting the integration of specialty and entrepreneurship,and optimizing educational models.These efforts aim to cultivate medical professionals with stronger innovation and practical capabilities,contributing to the realization of the“Healthy China”strategy.展开更多
With the advent of the era of“Internet plus New Medical Science,”the teaching mode for pathology courses in colleges and universities faces unprecedented opportunities for transformation.In this context,a pathology ...With the advent of the era of“Internet plus New Medical Science,”the teaching mode for pathology courses in colleges and universities faces unprecedented opportunities for transformation.In this context,a pathology teaching model centered on theoretical explanations alone can no longer fully meet the demands of modern medical education.Therefore,it is essential to study and explore pathways for reforming pathology teaching in higher education within the framework of“Internet plus New Medical Science.”Research reveals a series of issues in current pathology teaching in universities,such as the uneven distribution of teaching resources,limited teaching methods,a disconnect between theory and practice,and incomplete evaluation systems.To address these challenges,universities should adopt a series of measures:optimizing resource allocation,innovating teaching methods and approaches,strengthening the integration of theory and practice,enhancing evaluation systems,and building robust teaching teams.These reforms aim to stimulate students’interest in learning and improve the effectiveness of pathology instruction.展开更多
Objective:To explore the effective model and implementation effects of the standardized construction of teaching supervision teams in secondary colleges of clinical medicine at local medical universities under the bac...Objective:To explore the effective model and implementation effects of the standardized construction of teaching supervision teams in secondary colleges of clinical medicine at local medical universities under the background of New Medical Science.Methods:A total of 60 teaching supervisors and 120 faculty members from 10 affiliated teaching hospitals of the School of Clinical Medicine at Shandong Second Medical University were enrolled.A self-designed questionnaire was administered to assess supervision quality and satisfaction before and after the implementation of standardized team construction.Results:Following the implementation of standardized construction,the supervision team demonstrated significant improvements in both professional competence and evaluation scores(P<0.001).Concurrently,teacher satisfaction increased from 63.3%to 87.5%(P<0.001).Conclusion:This study establishes an integrated“selection–training–implementation–evaluation”model for the standardized construction of teaching supervision teams.The model effectively enhances team professionalism and supervisory effectiveness,thereby providing robust quality assurance for medical education under the New Medical Science framework.展开更多
Objective:To assess how integrating teacher standardized patients(TSP)into obstetric situational simulation curricula impacts teaching effectiveness,and to validate the value of a multi-modal as-sessment system for th...Objective:To assess how integrating teacher standardized patients(TSP)into obstetric situational simulation curricula impacts teaching effectiveness,and to validate the value of a multi-modal as-sessment system for this educational model.Methods:We conducted a historical controlled study of fifth-year clinical medicine undergraduates completing obstetric internships at our hospital from May 2023 to May 2025.We assigned 30 interns(May 2024 May 2025)to an observation group,who received TSP-integrated simulation teaching built on a three-tier hierarchical simulation frame-work.Another 30 interns(May 2023May 2024)formed a control group and completed conven-tional obstetric internship training.We compared teaching outcomes across groups using a multi-modal assessment system:exit theoretical examination,Objective Structured Clinical Examination(OSCE),Mini-Clinical Evaluation Exercise(Mini-CEX),and Directly Observed Procedural Skills(DOPS).Results:The observation group scored signifcantly higher than the control group on the exit theoretical examination,all Mini-CEX domains,and all DOPS domains(all P<0.05).No sig-nifcant difference emerged in OSCE scores for obstetric procedural standardization between the two groups(P=0.081).Conclusion:Integrating TSPs into obstetric situational simulation teach-ing effectively elevates internship quality and builds interns’comprehensive clinical competence.The multi-modal assessment system delivers scientifc,quantitative evidence to optimize obstetric teaching practices and drive continuous educational improvement.展开更多
基金supported by the Key Teaching Reform and Practice Project of Pingdingshan University in 2023,titled“Research and Practice on Innovation and Entrepreneurship Pathways for Medical Students under the New Medical Discipline Framework”(Project No.2023-JYZD15)Additionally,this study received support from the Henan Province Higher Education Teaching Reform Research and Practice Project,titled“Research on the Integration Path of Medical Education and Innovation&Entrepreneurship Education under the‘Project-based+Mentorship System’Model”(Project No.2024SJGLX0495).
文摘The construction of the New Medical Sciences aims to cultivate interdisciplinary medical talents,placing higher demands on physiology experiment teaching.In light of the challenges of traditional teaching,such as outdated content,a single assessment mechanism,low student engagement,and limited research experience among instructors,this study proposes a reform pathway centered on research competence development,supported by diversified evaluation methods and the deep integration of ideological and scenario-based teaching.By optimizing teaching content,introducing innovative projects,establishing a multidimensional assessment system,and strengthening faculty development,the proposed reforms effectively enhance students’Innovative ability and practical skills.This study provides theoretical insights and practical experience for training interdisciplinary medical professionals to meet the demands of the new era.
基金supported by the Key Teaching Reform and Practice Project of Pingdingshan University in 2023,titled“Research and Practice on Innovation and Entrepreneurship Pathways for Medical Students under the New Medical Discipline Framework”(Project No.2023-JYZD15).
文摘This study explores the innovation and entrepreneurship education model in medical education under the background of“New Medical Science,”aiming to cultivate interdisciplinary talents that can meet the future healthcare needs.With the advancement of the national innovation strategy,“New Medical Science”emphasizes not only the transmission of professional knowledge but also the development of interdisciplinary integration and innovation capabilities to address the rapid changes in medical technology.A survey was conducted to assess the innovation and entrepreneurship competencies of medical students at Pingdingshan University.The results show that students have a high level of awareness and participation in innovation and entrepreneurship education,yet there is a need to strengthen the integration of skill enhancement with professional knowledge.Based on the survey findings and theoretical foundations of innovation and entrepreneurship,the paper proposes pathways to enhance medical students’innovation and entrepreneurship abilities,focusing on strengthening faculty development,improving the curriculum system,promoting the integration of specialty and entrepreneurship,and optimizing educational models.These efforts aim to cultivate medical professionals with stronger innovation and practical capabilities,contributing to the realization of the“Healthy China”strategy.
文摘With the advent of the era of“Internet plus New Medical Science,”the teaching mode for pathology courses in colleges and universities faces unprecedented opportunities for transformation.In this context,a pathology teaching model centered on theoretical explanations alone can no longer fully meet the demands of modern medical education.Therefore,it is essential to study and explore pathways for reforming pathology teaching in higher education within the framework of“Internet plus New Medical Science.”Research reveals a series of issues in current pathology teaching in universities,such as the uneven distribution of teaching resources,limited teaching methods,a disconnect between theory and practice,and incomplete evaluation systems.To address these challenges,universities should adopt a series of measures:optimizing resource allocation,innovating teaching methods and approaches,strengthening the integration of theory and practice,enhancing evaluation systems,and building robust teaching teams.These reforms aim to stimulate students’interest in learning and improve the effectiveness of pathology instruction.
基金supported by the Source Cultivation Project for the Teaching Achievement Award of Shandong Second Medical University in 2024,“Construction and Practice of a Standardized Clinical Practice Management Model under the Context of Medical Education Collaboration”(No.SDSMU JiaoZi[2024]No.25)the 2025 Institutional-Level Education and Teaching Reform and Research Project of the Affiliated Hospital of Shandong Second Medical University,“Practical Exploration of a Hybrid Teaching Model Combining Online Off-Campus Mentors and Traditional Classroom Settings”(No.2025JXB004).
文摘Objective:To explore the effective model and implementation effects of the standardized construction of teaching supervision teams in secondary colleges of clinical medicine at local medical universities under the background of New Medical Science.Methods:A total of 60 teaching supervisors and 120 faculty members from 10 affiliated teaching hospitals of the School of Clinical Medicine at Shandong Second Medical University were enrolled.A self-designed questionnaire was administered to assess supervision quality and satisfaction before and after the implementation of standardized team construction.Results:Following the implementation of standardized construction,the supervision team demonstrated significant improvements in both professional competence and evaluation scores(P<0.001).Concurrently,teacher satisfaction increased from 63.3%to 87.5%(P<0.001).Conclusion:This study establishes an integrated“selection–training–implementation–evaluation”model for the standardized construction of teaching supervision teams.The model effectively enhances team professionalism and supervisory effectiveness,thereby providing robust quality assurance for medical education under the New Medical Science framework.
基金supported by the 2024 Practical Teaching Special Project for Educational Reform and Research,Shandong Second Medical University:“Enhancing Clinical Practical Skills of Interns Amid a Decline in Obstetric Delivery Cases”(Grant No.2024SJZX013).
文摘Objective:To assess how integrating teacher standardized patients(TSP)into obstetric situational simulation curricula impacts teaching effectiveness,and to validate the value of a multi-modal as-sessment system for this educational model.Methods:We conducted a historical controlled study of fifth-year clinical medicine undergraduates completing obstetric internships at our hospital from May 2023 to May 2025.We assigned 30 interns(May 2024 May 2025)to an observation group,who received TSP-integrated simulation teaching built on a three-tier hierarchical simulation frame-work.Another 30 interns(May 2023May 2024)formed a control group and completed conven-tional obstetric internship training.We compared teaching outcomes across groups using a multi-modal assessment system:exit theoretical examination,Objective Structured Clinical Examination(OSCE),Mini-Clinical Evaluation Exercise(Mini-CEX),and Directly Observed Procedural Skills(DOPS).Results:The observation group scored signifcantly higher than the control group on the exit theoretical examination,all Mini-CEX domains,and all DOPS domains(all P<0.05).No sig-nifcant difference emerged in OSCE scores for obstetric procedural standardization between the two groups(P=0.081).Conclusion:Integrating TSPs into obstetric situational simulation teach-ing effectively elevates internship quality and builds interns’comprehensive clinical competence.The multi-modal assessment system delivers scientifc,quantitative evidence to optimize obstetric teaching practices and drive continuous educational improvement.
