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With the development of technologies such as artificial intelligence (AI), big data, and virtual reality, medical education is facing significant reform opportunities. The fourth-generation medical education reform emphasizes interdisciplinary cooperation, focuses on health rather than just disease treatment, and uses AI technology to enhance the quality of education. The reform requires cooperation from multiple parties, including government top-level design, optimization of medical school organizational structures, and the cultivation of medical students’ sense of responsibility and mission. The goal is to build a fair and efficient health service system.

Problem-based learning (PBL) in medical education has encountered challenges affecting both teachers and students. The integration of artificial intelligence (AI) into PBL may provide potential solutions to these challenges. This paper aims to discuss the potential advantages of AI, where we found these merits of AI have the potential to improve the quality of PBL lessons. It is also important to pay attention to ethical guidelines and other limitations of AI in PBL lessons as well. Examples of interactions with AI chatbots are provided to demonstrate its application possibility. It is recommended to try using AI in PBL lessons, making it more adaptable for the PBL classroom. Future research should further explore the capabilities of AI, with the goal of developing a more personalized and adaptive learning experience within PBL.

Under the background of the explosion of knowledge, the rapid development of new technologies, and the new trend of globalization, the reform and development of college education and teaching courses are facing new challenges. The exploration of the top-notch innovative talent cultivation model based on the integrated One Science curriculum system urgently awaits reform. The One Science integrated curriculum system focuses on the integration of disciplines, breaking down disciplinary barriers, and aiming at cultivating students’ general understanding abilities and the innovative capabilities of future scientists. This paper introduces the necessity and reform practice exploration of the One Science integrated curriculum system, and further discusses the challenges and prospects of the integrated curriculum system reform.

The current study provides a comprehensive analysis of the management and policy framework governing medical education in Germany, with a focus on aligning training programs with evolving societal needs and regulatory standards. Key areas of emphasis include medical training, admissions processes, residency programs, and continuing medical education, reflecting the dynamic interplay between technological advancements, policy reforms, and the demands of modern healthcare systems. Additionally, this study critically examines the structure, effectiveness, and inclusivity of Germany’s medical education programs, particularly their capacity to equip future healthcare professionals with the skills necessary to navigate the complexities of contemporary healthcare. The analysis highlights the importance of equitable admission and residency selection criteria in fostering diversity within the medical workforce, alongside the role of ongoing professional development in enhancing healthcare quality. Recommendations are proposed to refine curricula, integrate interdisciplinary approaches, and incorporate contemporary medical practices, ensuring that medical education remains responsive to current and future healthcare challenges. Our study offers valuable insights into the strengths and limitations of Germany’s medical education system, providing evidence-based policy suggestions for stakeholders committed to advancing educational outcomes and optimizing healthcare delivery.

Mental, neurological, and substance use (MNS) disorders pose a significant global health challenge, requiring urgent integration of care into pre-service education (PSE) for medical and nursing students. The World Health Organization (WHO) has developed a competency-based framework, supported by the “ Enhancing mental health pre-service training with the mhGAP Intervention Guide ”, to equip future healthcare providers with essential skills to address MNS conditions effectively. This manuscript outlines the PSE-MNS approach, focusing on defining competencies, developing tailored curricula, and training educators to implement these initiatives. The 2024 Shanghai Workshop convened stakeholders to refine strategies for global dissemination and implementation. Key priorities include stakeholder engagement, leveraging resources such as digital learning tools, and addressing challenges like stigma and limited educational capacity. Facilitators include supportive policies, interdisciplinary collaborations, and existing WHO initiatives. WHO Collaborating Centres (WHOCCs) are instrumental in driving these efforts by promoting partnerships and knowledge exchange. Scaling PSE-MNS programs worldwide is critical for enhancing healthcare quality, fostering equity, and empowering providers to meet the diverse needs of communities. Strategic advocacy, continuous evaluation, and local adaptability will ensure the sustainable integration of MNS care into global health systems.

The rapid rise of artificial intelligence has made profound impacts in teaching and learning. In this context, we have hence made an overview of AI Competency Framework for Teachers released by United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2024. The framework defines the foundational principles, values, knowledge, and critical skills that teachers should develop to understand the role of AI in education and to utilize it to enhance teaching and learning practices in an ethical, effective, safe and responsible way. The framework outlines competencies for teachers across three developmental levels, emphasizing “human-centered” values that safeguard human agency, accountability, and determination.

Japan’s medical education system has evolved significantly over recent decades, adapting to societal demands, an aging population, and technological advancements in healthcare. Grounded in universal health coverage, Japan’s healthcare framework emphasizes accessibility and high-quality care, necessitating a medical education system capable of producing competent and compassionate physicians. The six-year undergraduate medical program progresses through foundational sciences, clinical exposure, and hands-on training, culminating in national licensing examinations. Key milestones include assessments such as the objective structured clinical examination (OSCE) and computer-based test (CBT), which became nationally standardized in 2023. The post-graduate pathway incorporates outcome-based residency system and specialized training programs. This structured approach ensures that Japanese physicians are prepared for the complexities of modern healthcare, including team-based care models and interdisciplinary collaboration. Recent reforms in the “Model Core Curriculum” emphasize outcome-based education, focusing on patient-centered care and technological adaptability. Challenges such as physician overwork, workforce shortages, and integrating advanced technologies remain, prompting systemic reforms like work style changes and task shifting. By addressing these challenges, embracing innovations, and maintaining alignment with global standards, Japan’s medical education system continues to prepare healthcare professionals to meet evolving demands and sustain the nation’s healthcare excellence.

This study systematically analyzes the trends in the number of medical-related disciplines from Chinese universities listed in the ShanghaiRanking’s Global Ranking of Academic Subjects (GRAS) over the past five years and their global standing. The GRAS ranking, with its transparent data, clear evaluation index system, and entirely objective metrics, can provide higher education administrators, policy makers, and researchers with effective data on the strengths of disciplines, offering a reference for the future construction of medical disciplines. A retrospective analysis was performed to evaluate the frequency with which medical-related subjects from universities in the mainland of China in the GRAS ranking from 2020 to 2024. The development of Chinese universities in the field of medicine shows a positive trend, but there is still an obvious gap compared to the top level on a global scale in some disciplines. Properly grasping discipline ranking data can provide valuable insights into the underlying dynamics of a university’s discipline development and support the exploration of more scientific methods for discipline evaluation, thereby contributing to the construction of a top-tier discipline ecosystem.

The health of the population is the foundation of social civilization and progress, and it is a common pursuit among the general populace. With robust policy support, China aims to shift the focus of healthcare from disease treatment to prevention. Health education is a key strategy in this shift. However, this approach faces numerous challenges, including the application of fundamental health education theories across diverse health issues, healthcare systems, cultural contexts, and varying resource availability. This paper aims to summarize and present several theories related to health education, and then to discuss their application and related suggestions in China. Firstly, behavior change stages, social cognitive theory, the health belief model, theories related to promoting and supporting behaviors, locus of control, self-determination, the ecological model, and expectancy-value theory are briefly interpreted. Secondly, research needs and challenges regarding health education in China are discussed. Finally, using dengue fever control as an example, the RE-AIM model – standing for Reach, Effectiveness, Adoption, Implementation, and Maintenance – and the formative research framework are employed to illustrate the methodology for developing a tailored health education intervention program.

Koch’s postulates, formulated by Robert Koch in the late 19th century, remain a foundational pillar of medical microbiology. They provide a systematic framework for establishing causal relationships between pathogens and diseases. While the original postulates revolutionized infectious disease research, their limitations in addressing the complexities of modern microbiology have led to necessary adaptations. The article systematically revisits the classic framework of Koch’s postulates and highlights its expansion and adaptation in light of modern technologies such as molecular biology, genomics, and microbiomics. By integrating frameworks such as One Health and reverse microbial etiology, Koch’s postulates continue to play a critical role in addressing global health challenges. Furthermore, the article emphasizes the significance of Koch’s postulates in medical education, noting the role as a core tool for scientific reasoning and diagnostic logic training, equipping medical students to tackle modern challenges like antibiotic resistance and novel pathogen.

Plastic surgery, a venerable branch of surgical discipline, is imbued with a humanistic essence born from its origins in wartime reconstruction. It stands at the intersection of art and science, uniquely positioned by its association with human aesthetics. This article explores the rich and dynamic development of plastic surgery, providing a thorough examination of its historical evolution, contemporary practices, and future trajectories. From its roots in the reconstructive efforts of past conflicts to its modern emphasis on aesthetic enhancement and functional restoration, plastic surgery has been shaped by a continuous drive for innovation. This innovation is reflected in its academic infrastructure, collaborative endeavors, and the cultivation of skilled professionals. The narrative review presented here underscores the field’s distinctive characteristics and its ongoing commitment to advancing techniques, improving patient outcomes, and fostering a community of practice that values both the artistry and the science of its craft.

Large language model (LLM) advances the medical education process, offering innovative personalized learning approaches or scenarios. This systematic review aims to synthesize updated core themes, evaluate mainstream LLM platforms, highlight concerns regarding the integration of LLM and China’s medical education landscape and compare findings with earlier perspectives. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR) guidelines, we reviewed literature from November 2022 to April 2025 from PubMed, Web of Science, CNKI, and Wanfang databases. From 915 records selected, 14 high-impact studies were selected through rigorous screening for relevance and quality. High impact abstracts from large academic conferences were also included in the systematic scoping. The number of LLM supporting Chinese language corpora and corresponding case-based learning (CBL) pedagogies in 2024 experienced a significant improvement. Compared to the previous, LLMs demonstrated better performance in accuracy of answering professional medical questions and multi-modal output capability; whereas, issues of academic dishonesty and privacy leakage, technical or logical errors still captured widespread concerns. While encountering challenges in data security, cultural alignment, and equitable regulation, further updates are needed to improve medical LLM standardization and foster a human-machine collaborative educational ecosystem.

Objectives To evaluate the impact of early clinical exposure courses and a preclinical tutorial guide on the academic performance of undergraduate dental students. Methods The early clinical exposure curriculum was carried out at Shanghai Jiao Tong University School of Medicine Affiliated Shanghai Ninth People’s Hospital. A total of 364 students participated in this study. Seventy six clinicians from different sub-specialties volunteered as tutors. Two detailed questionnaires were administered separately to investigate the students’ and tutors’ opinions on the project. The results from students were gathered and further compared between the experimental group (n=253) who went through the curriculum and the control group (n=111) who did not. The tutors were asked to evaluate the students’ performance based on their observations. Results The results can be classified into two key categories: the evaluation of teaching outcomes and the appraisal of course arrangements. While students in the experimental group acknowledged and applauded the curriculum, all students in the control group showed a willingness to participate in the course. The tutors affirmed the effectiveness of the course and the students’ progress. Conclusions The combination of early clinical exposure and a preclinical tutorial system may extend conventional courses. The feedback provided in this study demonstrates the effectiveness of the curriculum, and some improvements are expected.

Objectives Artificial intelligence (AI) is being increasingly used in medical education. This narrative review presents a comprehensive analysis of generative AI tools’ performance in answering and generating medical exam questions, thereby providing a broader perspective on AI’s strengths and limitations in the medical education context. Methods The Scopus database was searched for studies on generative AI in medical examinations from 2022 to 2024. Duplicates were removed, and relevant full texts were retrieved following inclusion and exclusion criteria. Narrative analysis and descriptive statistics were used to analyze the contents of the included studies. Results A total of 70 studies were included for analysis. The results showed that AI tools’ performance varied when answering different types of questions and different specialty questions, with best average accuracy in psychiatry, and were influenced by prompts. With well-crafted prompts, AI models can efficiently produce high-quality examination questions. Conclusion Generative AI possesses the ability to answer and produce medical questions using carefully designed prompts. Its potential use in medical assessment is vast, ranging from detecting question error, aiding in exam preparation, facilitating formative assessments, to supporting personalized learning. However, it’s crucial for educators to always double-check the AI’s responses to maintain accuracy and prevent the spread of misinformation.

Objectives The chapter on primary liver cancer in the surgery course is designed to align with the New Medicine paradigm, emphasizing the integration of clinical theory with clerkship experiences to foster a comprehensive understanding of the disease. Methods The teaching design incorporates innovative strategies such as outcome-based objectives, interactive learning activities, and the clinical theory and clerkship synchronization teaching model. The learning objectives are defined to balance technical proficiency with interdisciplinary knowledge and humanistic qualities. The curriculum content is restructured to include advanced topics and case studies that reflect the latest advancements in liver cancer management. A blended teaching model is employed, utilizing online platforms and in-class discussions to enhance student engagement and critical thinking. Results With regard to the acquisition of the fundamental knowledge of primary liver cancer, the class that employed the novel teaching model demonstrated significantly higher scores than the class that did not. Based on the results of students’ feedback questionnaire, the self-improvement ratings were found to be significantly higher in classes that employed the synchronization model. Conclusions The implementation of the clinical theory and clerkship synchronization teaching model has been effective in enhancing students’ knowledge, skills, and professional attitudes towards primary liver cancer management.

Objectives The traditional, subject-based medical teaching mode has gradually transitioned to a system-based integration mode. This study aims to provide the experience of design and implementation of a pilot program to integrate a “cardiovascular system” curriculum into an eight-year medical education in Xi’an Jiaotong University in China. Methods We launched a curriculum integration project that includes study of the cardiovascular system in the eight-year medical education course. Curriculum integration was carefully designed. An integrated curriculum team was formed and the integration objectives clearly defined. The content to be integrated was identified and various tasks were assigned. The perceptions of students and teachers were evaluated using a questionnaire survey. Results We first integrated pharmacology into the new curriculum. This progressed from physiology through pathology to pathophysiology, and finally, to the principal therapeutic drugs. The “cardiovascular system” curriculum was divided into six functional parts: morphological structure; cardiac electrophysiology and relevant drugs; coronary circulation and relevant drugs; cardiovascular function, diseases, and relevant drugs; heart failure and therapeutic drugs; and other cardiovascular diseases. Conclusions An integrated curriculum centered on organ systems has been successfully established using the cardiovascular system as a pilot. Both students and teachers perceived that all cardiovascular system blocks were well-integrated.

Objective This study developed an AI-powered chatbot simulating a patient with acute pulpitis to enhance history-taking training in stomatology, aiming at providing a cost-effective tool that improves diagnostic and communication skills while fostering clinical competence and empathy. Methods The study involved 126 undergraduate clinical medicine students who interacted with an AI agent simulating a patient suffering acute pulpitis. The AI agent was created and optimized in a five-step process, including preliminary creation, usability testing with a Chatbot Usability Questionnaire (CUQ), analysis and optimization, retesting, and comparison of pre- and post-optimization results. The platform used was ChatGLM, and statistical analysis was performed using R software. Results The pre-optimization group’s CUQ mean score was 64.2, indicating moderate satisfaction. After optimization, the post-optimization group’s mean score improved to 79.3, showing significantly higher satisfaction. Improvements were noted in all aspects, particularly in the chatbot’s personality, user experience, error handling, and onboarding. Conclusion The optimized AI agent effectively addresses challenges in history-taking training, improving realism, engagement, and accessibility to diverse scenarios. It demonstrates the potential of AI-powered chatbots as valuable tools for enhancing medical education.

Objective Medical English holds increasing significance for medical students in non-English speaking countries. To foster self-directed, active learning among these students, we introduced innovative teaching methods that emphasize student-centered learning, with humanities integrated into this education. Methods Guided by a student-centered educational philosophy, this course incorporated hybrid online-offline teaching models. By harnessing contemporary educational technologies, this course focused on practical application, thereby enhancing the effectiveness of the course and honing comprehensive skills in listening, speaking, reading, and writing. Concurrently, this course explored the integration of medical humanities within the curriculum, while establishing a multi-dimensional grading system including self-assessment, peer evaluations, and instructor reviews. Results Three unique survey questionnaires were designed to gather feedback. Post-course evaluations indicated a significant rise in students’ receptivity to medical English. Additionally, there has been a notable enhancement in both application skills and medical knowledge pertaining to medical English. Conclusion Based on student-centered learning, students acquired integrated systematic thinking through the course, developed clinical thinking patterns, improved doctor-patient communication and collaboration skills, and enhanced their ability in paper reading and writing. The exploration of the “Medical Practical English” course provides an excellent example of student-based humanities education modes in medical curriculum design.

Objectives As a core course in nursing education, “Fundamental Nursing” needs to align with the development trends of modern nursing education and cultivate patient-centered clinical decision-making abilities. Currently, there are problems in the teaching of intravenous therapy, such as insufficient understanding of its historical evolution, unclear technological evolution, and lack of integration of humanistic care. Taking the “Intravenous Therapy” chapter as an example, this paper constructs a “history-case-flipped” three-element integrated teaching model, aiming to improve students’ knowledge, skills, and professional values. Methods Based on Bloom’s Taxonomy of Educational Objectives, hierarchical goals are set across three dimensions: cognitive, affective, and psychomotor. The teaching content has been restructured into three major modules: historical evolution, core issues, and technological innovation, covering core knowledge points such as the development history of intravenous therapy, infection control, selection of infusion fluids, and speed control. A coupled model of flipped classroom and case-based learning are adopted. A progressive teaching process is designed: pre-class autonomous learning, in-class case discussion, and post-class reflection and practice. Multiple interactive forms, such as group discussions and scenario simulations, are combined to stimulate students’ learning initiative. Results Before class, digital resources (micro-lecture videos, literature) guide students in sorting out the technological development context. During class, evidence-based analysis and group collaboration focus on clinical cases, such as contraindications for lower limb venous puncture. After class, knowledge application is deepened through multi-media presentation and scientific research training. The evaluation system integrates process-based and formative assessments, including online tests, class participation, group work, and reflection reports, to comprehensively measure students’ overall competence. Conclusions This study constructs a “history-case-flipped” three-element integrated teaching model. It systematically optimizes the instructional design and implementation path of the “Intravenous Therapy” chapter in Basic Nursing Science . Teaching practice demonstrates that this model effectively integrates the historical context, core issues, and cutting-edge progress of intravenous therapy techniques. As a result, it significantly enhances students’ knowledge mastery, improves their clinical decision-making abilities, and fosters their professional values.

Objectives The objective is to present the NICE strategy’s effectiveness in providing a well-rounded learning experience for biomedical engineering students, preparing them for future careers. Methods The NICE strategy uses multiple methods. For “new frontier,” students study recent research with the assistance of artificial intelligence tools. “Integrity” is taught through case studies of both successful scientists and fraud cases. “Critical and creative thinking” is fostered by analyzing creative ideas and generating novel solutions. “Engagement” is achieved by involving clinical doctors and industry in teaching and students’ product development projects. Results Students gain up-to-date knowledge, a strong sense of integrity, enhanced critical and creative thinking skills, and practical experience. They can better understand emerging technologies, make ethical decisions, think independently, and are more familiar with product development processes. Conclusions The NICE strategy comprehensively equips biomedical engineering students with knowledge, skills, and ethical awareness. It effectively bridges the gap between academia and industry, ensuring students’ success in future academic research and industrial work.

Objectives In orthopedic residency training (ORT), an urgent issue is how to effectively train orthopedic doctors with solid professional skills, good professional ethics, and a sense of patriotism. Traditional teaching methods, while imparting knowledge, often neglect the comprehensive cultivation of students, failing to meet the modern demands for medical talent. This paper aims to explore the application of a diversified teaching model that integrates professional knowledge with elements of ideological and political education in ORT. Methods By comparing traditional teaching methods with the diversified teaching model, we aim to assess the effectiveness of this approach in enhancing clinical skills, learning motivation, and course satisfaction, providing insights and guidance for future medical education reform. This study hypothesizes that the diversified teaching model can significantly improve the clinical skills, learning motivation, and course satisfaction of orthopedic residents, compared to the traditional teaching model. Additionally, it is expected to more effectively cultivate medical professionals with high professional ethics and patriotic sentiment. This study employed a quasi-experimental design to evaluate the effectiveness of the diversified teaching model in ORT as the methods and data were gathered from experimental groups and control groups. Results Experimental group showed statistically significant differences (p<0.05) compared to the control group in terms of teaching model satisfaction, learning motivation, course design adaptability, and clinical knowledge enhancement. Though there was no significant difference between the groups in clinical skill improvement, the overall trend indicated that the diversified teaching model produced better teaching outcomes. Conclusions This research on the reform and exploration of the diversified teaching model centered on professional knowledge in orthopedic residency training plays a positive role in meeting the needs of the times and cultivating orthopedic doctors with solid professional skills, patriotism, and professional ethics.

Objectives Interdisciplinary medical-engineering education is critical for driving scientific innovation and cultivating next-generation medical-engineering talents. This study aimed to evaluate medical-engineering education models at universities in China through case studies, core competency development, and questionnaire surveys and analyzed key indicators such as curriculum design, international collaboration, and university-industry partnerships. Methods A combination of quantitative and qualitative methods was used for data collection and analysis. A questionnaire survey including multi-dimensional investigations was administered to 80 students, 15 student supervisors, and 10 administrators, yielding 100 valid responses. Case studies were conducted to explore the best practices in interdisciplinary talent development. Results The survey revealed that although over 80 % of respondents acknowledged the discipline’s importance, curriculum satisfaction was inadequate (23.08 %), and practical engagement was limited (19.23 %). Students identified “resource allocation” and “professional practice” as key influencing factors, while supervisors and administrators emphasized the importance of “scientific research” and “academic exchange.” Case studies indicated that leading universities promote high-quality medical-engineering talent through flexible curricula, international collaborations, and practice-oriented approaches. Conclusions Optimizing curriculum design, improving university-industry collaboration, strengthening practical training, and refining policy support are crucial for cultivating interdisciplinary talent equipped to meet modern requirements and drive medical-engineering innovation.

Objectives Problem-based learning (PBL) is widely used in medicine instruction worldwide. Little research has been done on video-triggered cases in medical education in China. The aim of this study is to determine whether video-triggered cases are to be preferred over text-based cases and to evaluate their effectiveness in PBL. Methods A questionnaire was designed to investigate the attitudes toward video-triggered cases. The respondents were 30 instructors and 320 third-year students of the five-year and eight-year undergraduate programs at Shanghai Jiao Tong University School of Medicine. Results The majority of the students and instructors reported that this was their first time using a video-triggered case in PBL. The students considered the video-triggered case to be helpful for developing an understanding of the cases and motivating the respondents to learn compared to text-based cases previously used. Conclusions Video-triggered cases are much preferred over text-based cases in PBL, even by students and instructors who are accustomed to text-based cases. The strategic use of video-triggered cases in PBL may be an effective approach for guiding self-directed learning in undergraduate medical education.

In the new era of socialism with Chinese characteristics, China’s health sector has entered a transformative stage, demanding higher standards for cultivating medical professionals. This paper examines the critical role of medical humanities education and identifies the gap between current humanistic competencies of medical students and societal expectations. Focusing on the unique advantages of Medical English courses in fostering humanistic qualities, we propose a series of innovative strategies. These strategies aim to cultivate well-rounded medical professionals with enhanced empathy, ethical awareness, and cultural literacy, thereby bridging the divide between medical science and humanistic values.

Objectives As an indispensable part of the higher education system, experimental teaching aims to cultivate students’ practical skills, problem-solving capabilities, and innovative thinking. However, traditional models exhibit significant limitations, including uneven resource distribution, constrained operational demonstrations, and disparities in student comprehension. This study explores an innovative experimental teaching model employing Quick Response (QR) codes to enhance instructional efficacy and quality. Methods The proposed methodology employs QR codes to generate instructional videos for integration into experimental teaching. This approach transcends temporal and spatial constraints, enabling students to access instructional videos on demand. Results This technology-enhanced model facilitates mastery of instrument operation via on-demand video access, yielding the following outcomes: (1) improved efficacy and quality of experimental teaching; (2) flexible learning platform bridging theoretical knowledge and practical operations; (3) mitigation of issues of resource disparities and practice limitations inherent in traditional models; and (4) enhanced professional skills of students through self-paced repetition. Conclusions The study demonstrates that QR code technology drives innovation in experimental teaching reform. It effectively addresses traditional methodological constraints, improves instructional efficiency, and fosters optimal conditions for holistic student development.

Objectives This study aims to develop a theoretical framework for medical humanities competency (MHC) within the five-year medical undergraduate education in China and suggest effective strategies to enhance MHC of medical undergraduates that can be derived from these studies. Methods Grounded theory methodology was utilized to develop a theoretical framework for MHC. A combination of purposive and theoretical sampling was used to engage 32 participants, including educators and students, from 10 universities spanning seven provinces in China. Data collection involved semi-structured interviews, complemented by supplementary materials like online documents, newspapers, and related literature. The amassed data was analyzed employing Strauss and Corbin’s triphasic coding technique, consistent with the constant comparative method intrinsic to grounded theory. Results A meticulous three-tier coding process discerned 28 third-level categories, 12 subcategories, and four principal categories crucial in formulating the final framework for MHC. This MHC framework embodies core components dubbed as the “4C” framework: comprehension of humanities, communication capacity, cooperation skills, and concern for “LEE” (law abidance, ethical reasoning, and emotional care). Concurrently, the study introduces “4R” (rules, relevance, responsiveness, and reflective practice) strategies to amplify the humanistic competencies of medical undergraduates. Conclusions This research proffers a theoretical MHC framework, positioning itself as a beacon for crafting medical humanistic syllabi in undergraduate medical programs. Medical educators, while acknowledging diverse cultural underpinnings, can adeptly harness both the “4C” framework and the “4R” strategies to nurture and augment the humanistic competence of medical students.

Objectives Medical Microbiology is a cornerstone of medical education. Under the guidance of the “New Medical Science” concept, curriculum reform is imperative. This study aims to identify learning gaps, design innovative teaching strategies, and conduct rigorous evaluation of the reform effectiveness. Methods This study analyzed challenges in student courses and proposed innovations: updating course objectives; reconstructing content to integrate scientific thinking, One Health concepts, and infectious disease prevention; adopting a blended approach that combines lectures with discussions, foundational knowledge with cutting-edge research, and online with offline materials; and implementing a developmental, diversified evaluation system. Results The reforms proved highly effective. Students showed marked academic improvement, particularly in knowledge application, as well as enhanced critical and systematic thinking skills. Furthermore, their interest and ability in research grew, and they gained a deeper understanding of the key role of microbiological literacy in preventing and managing infectious diseases in clinical settings. Conclusions This innovative Medical Microbiology curriculum reform, guided by the “New Medical Science” paradigm, adopted a student-centered approach through content and pedagogical innovation. The success of this approach provides a valuable framework for transforming foundational medical education.

Objectives To explore and compare student perceptions of virtual reality dental simulation (VRDS) with haptic feedback in preclinical prosthodontics at two dental institutions. Methods A cross-sectional exploratory study investigated the impact of VRDS for crown preparations in two dental schools. Purposive sampling targeted third-year undergraduate dental students; 181 were included in analysis. All students performed crown preparation exercises on the mandibular first molar on both the VRDS and acrylic teeth on dental mannequins. A pre-piloted questionnaire was used to evaluate the participants’ perceptions and experiences. Results Participants’ mean score was (0.448 ± 0.086). Analysis of variance confirmed significant differences in participants’ scores by location (p<0.001). The key benefits of the VRDS included the convenience of repeating exercises, haptic feedback, cost-effectiveness, and improved confidence. Main limitations were related to handling of virtual reality equipment and less realistic experience than when working with natural teeth. Conclusions This study provides useful insights into the learning experiences of undergraduate students regarding crown preparation using a VRDS. These findings support the use of the VRDS to introduce tooth preparation skills in a risk-free environment.

Objectives Surgical education in undergraduate medical curricula often faces fragmented content delivery, insufficient student engagement, and uneven teaching competencies. To address these issues, we developed and implemented the O-SITE model (O emphasizes the Output-driven input concept; SITE fosters student output and improves faculty teaching through Skilled demonstration, Intellectual expression, Train-the-trainer model, and Emotional expression). Methods This study adopted a mixed-methods approach to evaluate the effectiveness of the O-SITE model. A cohort of 119 clinical medical students (O-SITE group) received surgical education based on the O-SITE framework, and 108 students served as historical controls under traditional teaching. Quantitative outcomes included formative and summative assessment scores and the Dundee Ready Education Environment Measure (DREEM) questionnaire. Qualitative insights were derived from semi-structured interviews with 12 students and analyzed using thematic analysis. Results Compared to controls, the O-SITE group demonstrated significantly higher formative ([84.5 ± 5.2] vs. [81.2 ± 5.5]) and summative ([81.3 ± 5.7] vs. [80.1 ± 5.6]) assessment scores (both p<0.001). DREEM scores in all five dimensions, including perceptions of learning, teachers, academic self-perception, atmosphere, and social self-perception, significantly improved in the O-SITE group (all p<0.001). Thematic analysis identified three key outcomes: increased learning initiative, enhanced clinical reasoning and skills, and improved empathy and professional identity. Conclusions The O-SITE model effectively promotes active learning and clinical competency through structured multidimensional student output. By integrating learner-centered design with faculty development, this approach addresses the core deficiencies in traditional surgical education and provides a scalable framework for competency-based medical training.