Objective:This study aimed to explore the effect of standardized patient(SP)-narrative nursing in the experimental teaching of surgical nursing.Methods:A quasi-experimental study design was adopted.A total of 200 unde...Objective:This study aimed to explore the effect of standardized patient(SP)-narrative nursing in the experimental teaching of surgical nursing.Methods:A quasi-experimental study design was adopted.A total of 200 undergraduate nursing students were recruited from the Nursing College of Guilin Medical University in China from March 2023 to December 2024.The intervention group recruited students from the Class of 2022(n=100),and the control group recruited students from the Class of 2021(n=100).The intervention group adopted a teaching model combining standardized patients with narrative nursing based on traditional scenariobased simulation teaching,which was applied to the nursing of perioperative patients(4 class hours)and scenario-based case drills(4 class hours)in the experimental teaching of surgical nursing.The control group used traditional scenario-based simulation teaching.The Nurse Humanistic Care Quality Evaluation Scale,Clinical Thinking Ability Evaluation Index System Scale for Medical Students,and Nurse-Patient Communication Ability Evaluation Scale for Nursing Students were used to investigate and compare the teaching effects between the two groups of students.Results:The total scores of the intervention group on humanistic care(91.39±3.97),clinical thinking(79.64±6.33),and nurse-patient communication(157.22±7.95)abilities were significantly higher than those of the control group(82.29±3.62,65.11±7.24,and 147.05±7.84,respectively),with statistically significant differences(P<0.01).Conclusion:This study confirms that integrating the dual teaching model of standardized patients and narrative nursing in experimental teaching of surgical nursing has significantly optimized the theoretical and practical structure of teaching strategies.This innovative teaching method provides a promotable paradigm for nursing humanities education and is of positive significance for improving the effectiveness of cultivating the core literacy of nursing talents.展开更多
Objective:To investigate the effectiveness of standardized patient scenario simulation teaching in geriatric medicine clinical education and provide references for improving teaching methods in geriatrics.Methods:Sixt...Objective:To investigate the effectiveness of standardized patient scenario simulation teaching in geriatric medicine clinical education and provide references for improving teaching methods in geriatrics.Methods:Sixty-five clinical physicians from other departments who rotated into the Geriatric Medicine Department for training between August 2024 and July 2025 were randomly divided into a control group(n=32)and an observation group(n=33).The control group received traditional centralized theoretical lectures combined with instructor-led clinical mentoring,while the observation group underwent standardized patient scenario simulation training.The two groups were compared on post-rotation examination scores and teaching satisfaction metrics.Results:The observation group achieved significantly higher post-rotation examination scores(88.37±3.04)than the control group(80.17±3.29)(p<0.01).Teaching satisfaction surveys revealed that trainees in the observation group demonstrated significantly higher satisfaction than the control group(p<0.05)regarding the teaching method’s effectiveness in enhancing learning interest,independent learning ability,comprehensive clinical problem-solving skills,patient communication skills,teamwork capabilities,and research conceptualization abilities.Conclusion:Standardized patient scenario simulation teaching effectively improves clinical teaching quality in geriatric medicine,enhances trainees’comprehensive clinical competencies,and holds value for broader application.展开更多
BACKGROUND Student standardized patients(SSPs)can serve as valuable tools in teaching acute and severe gastrointestinal tumors.AIM To explore the effect of SSP on scenario simulation teaching and its impact on teachin...BACKGROUND Student standardized patients(SSPs)can serve as valuable tools in teaching acute and severe gastrointestinal tumors.AIM To explore the effect of SSP on scenario simulation teaching and its impact on teaching outcomes.METHODS From July 2021 to June 2024,200 nursing interns were taught about severe gastrointestinal tumor disease.In July 2022 the SSP scenario simulation teaching method was introduced to an observation group of 100 students.A control group of 100 students was taught using traditional methods from July 2021 to June 2022.The traditional teaching included classroom theoretical instruction,laboratory practical teaching,and course assessments.During the practical laboratory sessions,students performed operations using simulation mannequins,and course assessments were based on theoretical test scores combined with practical assessments using the mannequins.The teaching effects of both groups were compared in terms of comprehensive quality and student satisfaction.RESULTS The observation group exhibited significantly higher theoretical and operational scores(P<0.05),a notably livelier classroom atmosphere(P<0.05),and a higher learning satisfaction than the control group(98.00%vs 91.00%)(P<0.05).CONCLUSION SSP combined with scenario simulation teaching enhanced the effectiveness of acute and severe gastrointestinal tumor disease education,improved students’overall quality,and increased their learning satisfaction,making it a valuable approach for wider adoption.展开更多
Background:In recent years,with the gradual expansion of the scale of medical education,the shortage of medical teaching resources and the reluctance of patients to cooperate with teaching have become increasingly pro...Background:In recent years,with the gradual expansion of the scale of medical education,the shortage of medical teaching resources and the reluctance of patients to cooperate with teaching have become increasingly prominent.Objective:To explore the application effect of student standardized patient(SSP)in the clinical teaching of acute abdomen.Methods:Fifty-four fifth-year general medical students from class 1826 of the general department of The First Affiliated Hospital of Xi’an Medical University were selected as the research subjects and randomly divided into two groups,with 27 students in the experimental teaching group,and the remaining 27 students in the conventional teaching group.The experimental teaching group adopted the SSP teaching approach.The SSPs were generated from the training students of the hospital through the recruitment and training process of SSP.In this study,seven qualified SSPs were selected for the clinical teaching of acute abdomen.At the end of the course,a periodic assessment was held.The rank sum test was used to compare the excellent and good rates between the two groups,while t-test was used to compare the difference between the two groups.Results:The results showed that the excellent and good rate of the experimental teaching group was significantly higher than that of the conventional group,in which the difference between the two groups was statistically significant(p<0.05).In terms of the assessment results,the theoretical scores and skills scores of the experimental teaching group were better than those of the conventional teaching group,in which the differences between the two groups were statistically significant(p<0.05).Conclusion:Through the training of SSP for acute abdomen and its application in surgical teaching and examination,the superiority of SSP is emphasized.Although there are still some shortcomings in the application of SSP in clinical teaching,it is a relatively new and effective teaching method,and it will play an increasingly critical role in clinical skills training pertaining to the medical specialty.展开更多
Objectives To validate the reliability of the Chinese version of the Consultation and Relational Empathy(CARE)in physician-standardized patient(SP)encounter.We also tried to examine the agreement between video-based r...Objectives To validate the reliability of the Chinese version of the Consultation and Relational Empathy(CARE)in physician-standardized patient(SP)encounter.We also tried to examine the agreement between video-based ratings and in-room ratings,as well as the agreement between the faculty ratings and SP ratings.Methods The CARE was translated into Chinese.Forty-eight anesthesia residents were recruited to make preoperative interview in SP-counter.Performance of each resident was graded by in-room raters,video raters and SP raters.Consistency between different raters was examined.Results The Chinese-CARE measure demonstrated high scale reliability with a Cronbach's alpha value of 0.95 and high consistency in the in-room ratings in intraclass correlation(coefficient=0.888,P<0.001).Despite a good consistency in intraclass correlation,video ratings were significantly higher than in-room ratings(39.6±7.1 vs.24.0±10.0,P<0.001),and Wilcoxon signed-rank test indicated that the pass/fail rate was significantly higher based on video ratings than based on in-room ratings(45/48 vs.22/48,P<0.001).SP ratings had a moderate consistency with in-room faculty ratings(coefficient=0..568,P<0.001),and there was no significant difference between the pass/fail rates based on the in-room ratings and SP ratings(22/48vs.28/48,P=0.12).Conclusions The Chinese-CARE measure is reliable in the assessment of empathy during preoperative anesthesia interview.In-room and video ratings are not equivalent,while SP may provide a feasible alternative for the faculty rater in the assessment of communication skills with an appropriate measure.展开更多
Objective: to explore the application value of teachers' situational teaching and standardized patients in psychiatric practice. Methods: all the patients included in the study were newly admitted to psychiatric d...Objective: to explore the application value of teachers' situational teaching and standardized patients in psychiatric practice. Methods: all the patients included in the study were newly admitted to psychiatric department for practice nursing from October 2019 to November 2020. They were divided into two groups, in which 69 nurses in the control group were given traditional teaching;In the experimental group, 69 nursing staff standardized the teaching of patients combined with situational model on the basis of traditional teaching, and compared the two groups of nursing staff's practical examination and theoretical examination with teaching satisfaction. Results: through comparison, it was found that the practice assessment scores of the two groups of practice nurses were significantly different, and the experimental group was significantly better than the control group (P < 0.05). There was no significant difference in theoretical knowledge assessment between the two groups (P > 0.05). By comparing the teaching satisfaction of the two groups of practice nurses, it was found that the teaching satisfaction of the experimental group was higher (P < 0.05). Conclusion: situational model teaching and standardized patients can increase their practical ability on the basis of increasing their theoretical knowledge in psychiatric practice teaching, and further improve the teaching satisfaction score of practice nurses, with high application value.展开更多
BACKGROUND Global education in psychiatry is heavily influenced by knowledge from Western,high-income countries,which obscures local voices and expertise.AIM To adapt a human simulation model to psychiatric education ...BACKGROUND Global education in psychiatry is heavily influenced by knowledge from Western,high-income countries,which obscures local voices and expertise.AIM To adapt a human simulation model to psychiatric education in a context that is specific to local languages and cultures.METHODS We conducted an observational study consisting of six human simulation sessions with standardized patients from two host countries,speaking their native languages,and following an adaptation of the co-constructive patient simulation(CCPS)model.As local faculty became increasingly familiar with the CCPS approach,they took on the role of facilitators—in their country’s native language.RESULTS Fifty-three learners participated:19 child and adolescent psychiatry trainees and 3 faculty members in Türkiye(as a group that met online during 3 consecutive months);and 24 trainees and 7 faculty in Israel(divided into 3 groups,in parallel in-person sessions during a single training day).Each of the six cases reflected local realities and clinical challenges,and was associated with specific learning goals identified by each case-writing trainee.CONCLUSION Human simulation has not been fully incorporated into psychiatric education:The creation of immersive clinical experiences and the strengthening of reflective practice are two areas ripe for development.Our adaptations of CCPS can also strengthen local and regional networks and psychiatric communities of practice.Finally,the model can help question and press against hegemonies in psychiatric training that overshadow local expertise.展开更多
Background： Improving and sustaining the quality of nursing care is an intractable and persistent challenge. The patient experience of nursing care can give a different perspective on nursing quality and help clinica...Background： Improving and sustaining the quality of nursing care is an intractable and persistent challenge. The patient experience of nursing care can give a different perspective on nursing quality and help clinical nursing staff to direct quality improvement. Attempts to identify what is patient experience,the relationship with nursing care, and the application of patient experience in nursing quality improvement practice, in order to provide advices for constructing the quality standards and quality improvement strategies of nursing care.Methods： We conducted a literature review of original research publications. The database platforms Pubmed, Web of Science, China National Knowledge Infrastructure（CNKI） and Wanfang were searched from inception until end of August 2015. After screening retrieved articles, 40 sources（articles and organizational websites） were selected for analysis for the connotation, development and application of patient experience in nursing quality researches.Results： Our study identified several concepts about patient experience, roughly sorted out the development path of patient experience in worldwide and the application of patient experience in nursing quality improvement. It points out four precautions when applying patient experience in nursing quality improvement, which are differentiating patient satisfaction and patient experience, choosing appropriate data collection method and appropriate feedback time, and the last but the most important, applying theories to actual clinical practice.Conclusions： Professional indexes are important to maintain the care quality, but it cannot fully reflect quality of nursing care, which needs patient experience as the supplement. Nursing staffs need to make more efforts to enhance patient＇s nursing care experience, and apply the research results to clinical practice, and finally make patient-centered care come true. For future study, the evaluation system and management strategies about patient experience need to be developed to guide nursing quality improvement.展开更多
This research explores the application of reinforcement learning from artificial intelligence feedback(RLAIF)techniques to enhance healthcare consultation models,with the aim of addressing the challenges associated wi...This research explores the application of reinforcement learning from artificial intelligence feedback(RLAIF)techniques to enhance healthcare consultation models,with the aim of addressing the challenges associated with preference-aligned data synthesis while reducing the dependence on medical experts.Specifically,we investigate the use of RLAIF in the generation of medical dialogues,focusing on two primary challenges:accurately reflecting doctors’preferences and the unreliability of existing automated assessment systems.To address these issues,we propose a two-stage approach for synthesizing preference-aligned datasets.In the first stage,we leverage the dialogue continuation capabilities of a large language model to sample diverse,contextually aligned dialogue branches,employing one-shot learning for intervention.The second stage involves modeling doctors’preferences through both outcome and process feedback.For outcome feedback,a rule-based reward system is utilized,whereas a planning-based reward strategy is employed for process feedback.To validate our approach,we develop the Chinese Standardized Patient Test(CSPT)dataset that emphasizes user guiding,instruction following,and synthesis ability,and construct an objective assessment system based on standardized patient testing.Experimental results demonstrate that our data synthesis approach performs well across five datasets,achieving a 17.6%improvement in diagnostic accuracy with outcome feedback and a 23.3%improvement with process feedback.展开更多
基金supported by the Undergraduate Teaching Innovation Project of Guangxi Higher Education(grant number:2023JGB307,Department of Education of Guangxi Zhuang Autonomous Region,China)the Guangxi Autonomous Regionlevel Research and Practice Project on New Engineering,New Medicine,New Agriculture and New Liberal Arts"Research on the Reform of the Integration of Undergraduate Courses in Nursing Major under the Background of Grand Health"(grant number:XYK202414).
文摘Objective:This study aimed to explore the effect of standardized patient(SP)-narrative nursing in the experimental teaching of surgical nursing.Methods:A quasi-experimental study design was adopted.A total of 200 undergraduate nursing students were recruited from the Nursing College of Guilin Medical University in China from March 2023 to December 2024.The intervention group recruited students from the Class of 2022(n=100),and the control group recruited students from the Class of 2021(n=100).The intervention group adopted a teaching model combining standardized patients with narrative nursing based on traditional scenariobased simulation teaching,which was applied to the nursing of perioperative patients(4 class hours)and scenario-based case drills(4 class hours)in the experimental teaching of surgical nursing.The control group used traditional scenario-based simulation teaching.The Nurse Humanistic Care Quality Evaluation Scale,Clinical Thinking Ability Evaluation Index System Scale for Medical Students,and Nurse-Patient Communication Ability Evaluation Scale for Nursing Students were used to investigate and compare the teaching effects between the two groups of students.Results:The total scores of the intervention group on humanistic care(91.39±3.97),clinical thinking(79.64±6.33),and nurse-patient communication(157.22±7.95)abilities were significantly higher than those of the control group(82.29±3.62,65.11±7.24,and 147.05±7.84,respectively),with statistically significant differences(P<0.01).Conclusion:This study confirms that integrating the dual teaching model of standardized patients and narrative nursing in experimental teaching of surgical nursing has significantly optimized the theoretical and practical structure of teaching strategies.This innovative teaching method provides a promotable paradigm for nursing humanities education and is of positive significance for improving the effectiveness of cultivating the core literacy of nursing talents.
文摘Objective:To investigate the effectiveness of standardized patient scenario simulation teaching in geriatric medicine clinical education and provide references for improving teaching methods in geriatrics.Methods:Sixty-five clinical physicians from other departments who rotated into the Geriatric Medicine Department for training between August 2024 and July 2025 were randomly divided into a control group(n=32)and an observation group(n=33).The control group received traditional centralized theoretical lectures combined with instructor-led clinical mentoring,while the observation group underwent standardized patient scenario simulation training.The two groups were compared on post-rotation examination scores and teaching satisfaction metrics.Results:The observation group achieved significantly higher post-rotation examination scores(88.37±3.04)than the control group(80.17±3.29)(p<0.01).Teaching satisfaction surveys revealed that trainees in the observation group demonstrated significantly higher satisfaction than the control group(p<0.05)regarding the teaching method’s effectiveness in enhancing learning interest,independent learning ability,comprehensive clinical problem-solving skills,patient communication skills,teamwork capabilities,and research conceptualization abilities.Conclusion:Standardized patient scenario simulation teaching effectively improves clinical teaching quality in geriatric medicine,enhances trainees’comprehensive clinical competencies,and holds value for broader application.
文摘BACKGROUND Student standardized patients(SSPs)can serve as valuable tools in teaching acute and severe gastrointestinal tumors.AIM To explore the effect of SSP on scenario simulation teaching and its impact on teaching outcomes.METHODS From July 2021 to June 2024,200 nursing interns were taught about severe gastrointestinal tumor disease.In July 2022 the SSP scenario simulation teaching method was introduced to an observation group of 100 students.A control group of 100 students was taught using traditional methods from July 2021 to June 2022.The traditional teaching included classroom theoretical instruction,laboratory practical teaching,and course assessments.During the practical laboratory sessions,students performed operations using simulation mannequins,and course assessments were based on theoretical test scores combined with practical assessments using the mannequins.The teaching effects of both groups were compared in terms of comprehensive quality and student satisfaction.RESULTS The observation group exhibited significantly higher theoretical and operational scores(P<0.05),a notably livelier classroom atmosphere(P<0.05),and a higher learning satisfaction than the control group(98.00%vs 91.00%)(P<0.05).CONCLUSION SSP combined with scenario simulation teaching enhanced the effectiveness of acute and severe gastrointestinal tumor disease education,improved students’overall quality,and increased their learning satisfaction,making it a valuable approach for wider adoption.
基金Shaanxi Undergraduate and Higher Continuing Education Teaching Reform Research Project in 2021 by Shaanxi Education Department,“Construction and Practice of Faculty Construction and Quality Assurance System Based on Online Learning Platform for Clinical Faculty of Western Medical College”(Project Number:21BZ066)Education and Teaching Reform Research Project in 2020 by Xi’an Medical University,“Construction and Practice of‘Double-Qualified’Teaching Staff Construction and Quality Assurance System in Affiliated Hospitals Based on‘Clinical Teachers Online Learning Platform’”(Project Number:2020JG-02)。
文摘Background:In recent years,with the gradual expansion of the scale of medical education,the shortage of medical teaching resources and the reluctance of patients to cooperate with teaching have become increasingly prominent.Objective:To explore the application effect of student standardized patient(SSP)in the clinical teaching of acute abdomen.Methods:Fifty-four fifth-year general medical students from class 1826 of the general department of The First Affiliated Hospital of Xi’an Medical University were selected as the research subjects and randomly divided into two groups,with 27 students in the experimental teaching group,and the remaining 27 students in the conventional teaching group.The experimental teaching group adopted the SSP teaching approach.The SSPs were generated from the training students of the hospital through the recruitment and training process of SSP.In this study,seven qualified SSPs were selected for the clinical teaching of acute abdomen.At the end of the course,a periodic assessment was held.The rank sum test was used to compare the excellent and good rates between the two groups,while t-test was used to compare the difference between the two groups.Results:The results showed that the excellent and good rate of the experimental teaching group was significantly higher than that of the conventional group,in which the difference between the two groups was statistically significant(p<0.05).In terms of the assessment results,the theoretical scores and skills scores of the experimental teaching group were better than those of the conventional teaching group,in which the differences between the two groups were statistically significant(p<0.05).Conclusion:Through the training of SSP for acute abdomen and its application in surgical teaching and examination,the superiority of SSP is emphasized.Although there are still some shortcomings in the application of SSP in clinical teaching,it is a relatively new and effective teaching method,and it will play an increasingly critical role in clinical skills training pertaining to the medical specialty.
基金the Undergraduate Teaching Reform Project from Peking Union Medical College(Grant number:2017zlgc0102).
文摘Objectives To validate the reliability of the Chinese version of the Consultation and Relational Empathy(CARE)in physician-standardized patient(SP)encounter.We also tried to examine the agreement between video-based ratings and in-room ratings,as well as the agreement between the faculty ratings and SP ratings.Methods The CARE was translated into Chinese.Forty-eight anesthesia residents were recruited to make preoperative interview in SP-counter.Performance of each resident was graded by in-room raters,video raters and SP raters.Consistency between different raters was examined.Results The Chinese-CARE measure demonstrated high scale reliability with a Cronbach's alpha value of 0.95 and high consistency in the in-room ratings in intraclass correlation(coefficient=0.888,P<0.001).Despite a good consistency in intraclass correlation,video ratings were significantly higher than in-room ratings(39.6±7.1 vs.24.0±10.0,P<0.001),and Wilcoxon signed-rank test indicated that the pass/fail rate was significantly higher based on video ratings than based on in-room ratings(45/48 vs.22/48,P<0.001).SP ratings had a moderate consistency with in-room faculty ratings(coefficient=0..568,P<0.001),and there was no significant difference between the pass/fail rates based on the in-room ratings and SP ratings(22/48vs.28/48,P=0.12).Conclusions The Chinese-CARE measure is reliable in the assessment of empathy during preoperative anesthesia interview.In-room and video ratings are not equivalent,while SP may provide a feasible alternative for the faculty rater in the assessment of communication skills with an appropriate measure.
文摘Objective: to explore the application value of teachers' situational teaching and standardized patients in psychiatric practice. Methods: all the patients included in the study were newly admitted to psychiatric department for practice nursing from October 2019 to November 2020. They were divided into two groups, in which 69 nurses in the control group were given traditional teaching;In the experimental group, 69 nursing staff standardized the teaching of patients combined with situational model on the basis of traditional teaching, and compared the two groups of nursing staff's practical examination and theoretical examination with teaching satisfaction. Results: through comparison, it was found that the practice assessment scores of the two groups of practice nurses were significantly different, and the experimental group was significantly better than the control group (P < 0.05). There was no significant difference in theoretical knowledge assessment between the two groups (P > 0.05). By comparing the teaching satisfaction of the two groups of practice nurses, it was found that the teaching satisfaction of the experimental group was higher (P < 0.05). Conclusion: situational model teaching and standardized patients can increase their practical ability on the basis of increasing their theoretical knowledge in psychiatric practice teaching, and further improve the teaching satisfaction score of practice nurses, with high application value.
文摘BACKGROUND Global education in psychiatry is heavily influenced by knowledge from Western,high-income countries,which obscures local voices and expertise.AIM To adapt a human simulation model to psychiatric education in a context that is specific to local languages and cultures.METHODS We conducted an observational study consisting of six human simulation sessions with standardized patients from two host countries,speaking their native languages,and following an adaptation of the co-constructive patient simulation(CCPS)model.As local faculty became increasingly familiar with the CCPS approach,they took on the role of facilitators—in their country’s native language.RESULTS Fifty-three learners participated:19 child and adolescent psychiatry trainees and 3 faculty members in Türkiye(as a group that met online during 3 consecutive months);and 24 trainees and 7 faculty in Israel(divided into 3 groups,in parallel in-person sessions during a single training day).Each of the six cases reflected local realities and clinical challenges,and was associated with specific learning goals identified by each case-writing trainee.CONCLUSION Human simulation has not been fully incorporated into psychiatric education:The creation of immersive clinical experiences and the strengthening of reflective practice are two areas ripe for development.Our adaptations of CCPS can also strengthen local and regional networks and psychiatric communities of practice.Finally,the model can help question and press against hegemonies in psychiatric training that overshadow local expertise.
基金supported by General Project of the National Natural Science Foundation of China(No.71573097)
文摘Background： Improving and sustaining the quality of nursing care is an intractable and persistent challenge. The patient experience of nursing care can give a different perspective on nursing quality and help clinical nursing staff to direct quality improvement. Attempts to identify what is patient experience,the relationship with nursing care, and the application of patient experience in nursing quality improvement practice, in order to provide advices for constructing the quality standards and quality improvement strategies of nursing care.Methods： We conducted a literature review of original research publications. The database platforms Pubmed, Web of Science, China National Knowledge Infrastructure（CNKI） and Wanfang were searched from inception until end of August 2015. After screening retrieved articles, 40 sources（articles and organizational websites） were selected for analysis for the connotation, development and application of patient experience in nursing quality researches.Results： Our study identified several concepts about patient experience, roughly sorted out the development path of patient experience in worldwide and the application of patient experience in nursing quality improvement. It points out four precautions when applying patient experience in nursing quality improvement, which are differentiating patient satisfaction and patient experience, choosing appropriate data collection method and appropriate feedback time, and the last but the most important, applying theories to actual clinical practice.Conclusions： Professional indexes are important to maintain the care quality, but it cannot fully reflect quality of nursing care, which needs patient experience as the supplement. Nursing staffs need to make more efforts to enhance patient＇s nursing care experience, and apply the research results to clinical practice, and finally make patient-centered care come true. For future study, the evaluation system and management strategies about patient experience need to be developed to guide nursing quality improvement.
基金supported by the National Key Research and Development Program of China under Grant No.2020AAA010-9400.
文摘This research explores the application of reinforcement learning from artificial intelligence feedback(RLAIF)techniques to enhance healthcare consultation models,with the aim of addressing the challenges associated with preference-aligned data synthesis while reducing the dependence on medical experts.Specifically,we investigate the use of RLAIF in the generation of medical dialogues,focusing on two primary challenges:accurately reflecting doctors’preferences and the unreliability of existing automated assessment systems.To address these issues,we propose a two-stage approach for synthesizing preference-aligned datasets.In the first stage,we leverage the dialogue continuation capabilities of a large language model to sample diverse,contextually aligned dialogue branches,employing one-shot learning for intervention.The second stage involves modeling doctors’preferences through both outcome and process feedback.For outcome feedback,a rule-based reward system is utilized,whereas a planning-based reward strategy is employed for process feedback.To validate our approach,we develop the Chinese Standardized Patient Test(CSPT)dataset that emphasizes user guiding,instruction following,and synthesis ability,and construct an objective assessment system based on standardized patient testing.Experimental results demonstrate that our data synthesis approach performs well across five datasets,achieving a 17.6%improvement in diagnostic accuracy with outcome feedback and a 23.3%improvement with process feedback.
