目的 探讨加强医学影像学的教育在肝胆外科本科实习教育中的应用效果。方法 选择了2021年3月—2023年12月，在广州市花都区人民医院肝胆胰疝外科实习的80名本科实习生为研究对象，依据随机数字表法将全部实习生随机分为两组，每组各40例，研究组接受强化影像教育，参照组接受传统教学，并对教学效果进行统计分析。结果 两组实习生经过两种不同教学方法后，研究组的总体成绩优于参照组，满意度比例高于参照组，组间差异具有统计学意义。结论 在肝胆外科临床实习教学中，加强影像学教育，可显著提高实习生的总体成绩，获得更高的教学满意度。

      Objective To explore the application effect of strengthening medical imaging education in the undergraduate internship education of hepatobiliary surgery．Methods Eighty undergraduate interns who interned in the Department of Hepatobiliary，Pancreatic and Hernia Surgery of our hospital from March 2021 to December 2023 were selected as research subjects．Using a random number table method，the interns were evenly divided into two groups，with 40 interns in each group．The experimental group received enhanced imaging education，while the control group received traditional teaching．The teaching effects were statistically analyzed．Results After undergoing two different teaching methods，the experimental group had better overall scores than the control group，and a higher satisfaction rate than the control group ，with statistically significant differences between the groups．Conclusions Strengthening imaging education in clinical internship teaching of hepatobiliary surgery can significantly improve interns’ overall scores and achieve higher teaching satisfaction，indicating its value for promotion．

       目的 评价基于成果导向教育（OBE）理念的“赛教一体化”教学模式在健康教育课程实验教学中的应用效果。方法 选取我校2021级预防医学专业的81名学生为研究对象。采用整群随机分组的方法，将其分为观察组（n=29）和对照组（n=52），观察组采用基于OBE理念的“赛教一体化”教学模式，对照组采用传统教学模式。通过对实验教学质量的模糊综合评判以及期末考试成绩进行效果评价。结果 观察组和对照组实验教学质量的模糊综合评判结果均为“优秀”，最大隶属度分别为0.727和0.534，观察组优于对照组。在一级指标层面，观察组所有指标得分均高于对照组，5个一级指标的两组得分差值从大到小依次为潜能激发（0.80）、教师素养（0.77）、学习成效（0.74）、内容设计（0.70）和教学方法（0.59）。观察组和对照组的期末考试成绩差异无统计学意义（P＞0.05）。结论 基于OBE理念的“赛教一体化”教学模式应用于健康教育课程实验教学能够有效改善教学质量，在潜能激发和教师素养方面提升较为明显。

       Objective To evaluate the application effect of the “integration of competition and education” teaching model based on the（outcomes-based education，OBE） concept in the experimental teaching of health education courses．Methods A total of 81 students majoring in preventive medicine from the 2021 grade at our university were selected as the research objects．They were divided into an observation group（n=29）and a control group（n=52）using cluster randomization．The observation group adopted the “integration of competition and education” teaching model based on the OBE concept，while the control group adopted the traditional teaching model．The effectiveness was evaluated using the fuzzy comprehensive evaluation of experimental teaching quality and the final exam scores．Results The fuzzy comprehensive evaluation results of the experimental teaching quality in both the observation group and the control group were “excellent”，with the maximum membership degrees of 0.727 and 0.534，respectively，indicating that the observation group was superior to the control group．At the level of first-level indicators，all indicators of the observation group scored higher than those of the control group．The score differences between the two groups for the five first-level indicators，from largest to smallest，were：potential excitation（0.80），teacher literacy（0.77），learning effectiveness（0.74），content design（0.70），and teaching method（0.59）．No statistically significant difference was found in the final exam scores between the observation group and the control group（P＞0.05）．Conclusions The application of the “integration of competition and education” teaching model based on the OBE concept in the experimental teaching of health education courses can effectively improve teaching quality，with more obvious improvements in potential excitation and teacher literacy．

       在“健康中国2030”战略框架下，医工融合已成为推动医疗技术创新与复合型医学人才培养的关键路径。“三维协同”教育体系：课程维度打造“基础模块—交叉课程—项目实训”渐进式矩阵；实践维度建立校企共建实验室与临床转化基地的产教融合平台；师资维度创新“临床医师+工程师+科研导师”三师型导师协同机制。基于广州医科大学等高校的实证分析，该模式显著提升了学生跨学科创新能力与工程实践转化能力。研究进一步提出“政产学研用”五螺旋发展模型，倡导通过建立医工融合特区、构建智能医疗科研共享平台、完善学科交叉质量评价体系等策略，为“新医科”建设提供理论范式与实践路径。本研究为医学教育改革提供了系统化、可复制的解决方案，对推进健康中国战略实施具有重要理论与实践意义。

      Under the framework of the “Healthy China 2030” strategy，the integration of medicine and engineering has become a key path to promoting medical technological innovation and the cultivation of interdisciplinary medical talents．This study has constructed a “three-dimensional synergy” education system：in the curriculum dimension，a progressive matrix of “basic modules - cross-disciplinary courses - project training” is created；in the practical dimension，a platform for industry-education integration is established through the joint construction of university-enterprise laboratories and clinical transformation bases；in the faculty dimension，an innovative “Clinician + Engineer + Research mentor” tripartite mentorship collaboration mechanism is developed．Based on empirical analysis from universities such as Guangzhou Medical University，this model has significantly enhanced students’ cross-disciplinary innovation capabilities and engineering practice transformation abilities．The study further proposes a “government-industry-academia-research-application” five-spiral development model，advocating strategies such as establishing special zones for medicine-engineering integration，building intelligent medical research sharing platforms，and improving the quality evaluation system for interdisciplinary studies，to provide theoretical paradigms and practical paths for the construction of “new medicine”．This research offers a systematic and replicable solution for medical education reform and holds significant theoretical and practical significance for the implementation of the Healthy China strategy．

       本文系统探讨了人工智能（AI）技术在模拟医学培训中的应用现状、优势与挑战。AI通过虚拟患者系统、手术模拟评估、医学影像诊断培训及结构化报告优化四大核心场景,显著提升培训的智能化与个性化水平。研究表明,AI驱动的实时反馈机制（如手术技能评估系统）在随机对照试验中表现优于传统专家指导, 并具备大规模推广潜力, 可降低人力成本。然而,技术仍面临算法透明性、数据隐私伦理及临床转化效果验证等挑战。未来需深化跨学科合作, 结合增强现实（AR）等技术创新, 构建全球资源共享的智能认证体系, 推动医学教育范式转型。

       This review summarizes and discusses the application status, advantages,and challenges of artificial intelligence（AI）technology in simulated medical training．AI significantly enhances the intelligence and personalization of training through four core scenarios：virtual patient systems, surgical simulation assessment, medical imaging diagnosis training, and structured reporting optimization．Researches demonstrates that AI-driven real-time feedback mechanisms（e.g., surgical skill assessment systems）outperform traditional expert guidance in randomized controlled trials（P<0.001）and exhibit potential for large-scale implementation to reduce labor costs．However, challenges remain regarding algorithmic transparency, data privacy ethics, and clinical translation validation．Future efforts require deepened interdisciplinary collaboration, integration with innovations like augmented reality, and the establishment of a globally shared intelligent certification system to advance the transformation of medical education paradigms．

       文章围绕康复治疗学专业创新创业人才培养模式展开研究，讨论了国内外高校创新创业人才培养现状。从教育理念、课程体系、师资力量、资源配套等方面探讨了人才培养所面临的问题。结合广东药科大学康复治疗学专业培养现状，从管理、教学、平台、服务四大体系明确了具体要求，有望为其他高校康复治疗学专业培养模式改革提供思路。

  The article focuses on innovative and entrepreneurial talent-cultivation models in the Rehabilitation Therapy specialty，discussing the current status of such cultivation in domestic and international universities．It explores challenges in talent development from perspectives including educational philosophy，curriculum system，faculty resources，and resource allocation．Based on the current training status of Guangdong Pharmaceutical University’s Rehabilitation Therapy Program，the study specifies detailed requirements through four major systems：management，teaching，platform，and service．This  research is expected to provide valuable insights for the  reform of talent cultivation models in  rehabilitation therapy programs at other higher education 

institutions．

目的 探讨基于态度-定义-开放思维-计划-实施（ADOPT）模式的健康教育联合情绪引导对消化内镜诊疗患者配合度的影响。方法 选取2020年1月—2023年1月在我院准备行消化内镜诊疗的80例住院患者,随机分为观察组与对照组各40例。对照组患者在检查前采取常规护理,观察组患者在常规护理基础上增加基于ADOPT模式的健康教育联合情绪引导,在护理前后应用简明心境量表（POMS-SF）分别评估两组患者负面情绪、诊疗配合度、基础值（T₁）、入镜时（T₂）、检查开始后5 min（T₃）、检查结束时（T₄）的Ramsay镇静评分和舒适度评分,并对比两组患者的护理满意度。结果 护理后两组患者的困惑、活力、疲劳、抑郁、生气和紧张方面的POMS-SF评分降低,且观察组低于对照组（P<0.05）;观察组患者配合度为95.00%,高于对照组75.00%（P<0.05）;两组患者T1时间Ramsay镇静评分与舒适度评分比较差异无统计学意义（P>0.05）,观察组T₂、T₃、T₄时间Ramsay镇静评分高于对照组,舒适度评分优于对照组（P<0.05）;观察组患者的总满意度高于对照组（P<0.05）。结论 对消化内镜诊疗患者采取基于ADOPT模式的健康教育联合情绪引导可改善患者内镜诊疗过程前的负面情绪,提升患者配合度,同时能够改善患者诊疗过程中的镇静程度和舒适度,患者护理满意度较高。

Objective To explore the value of health education based on the ADOPT model combined with emotional guidance on the cooperation of patients undergoing digestive endoscopy diagnosis and treatment．Methods From January 2020 to January 2023,80 hospitalized patients who were going to have digestive endoscopy diagnosis and treatment in our hospital were selected as the research subjects．All patients were divided into observation group and control group,with 40 patients in each group．The control group patients received routine care before the examination,while the observation group patients added ADOPT based health education combined with emotional guidance on the basis of routine care．The Profile of Mood States-Short Form（POMS-SF）was used to evaluate the negative emotions of the two groups of patients before and after the examination．The diagnostic and treatment cooperation,basic value（T₁）,at the time of endoscopy（T₂）,and 5 minutes after the examination（T₃）,at the end of the examination（T₄）,the Ramsay sedation score and comfort score were compared between the two groups,and the nursing satisfaction of the two groups of patients was compared．Results After nursing,the POMS-SF scores of confusion,vitality,fatigue,depression,anger,and tension in the two groups of patients were significantly reduced,and the observation group was lower（P<0.05）．The cooperation rate of 95.00% in the observation group was significantly higher than that of 75.00% in the control group（P<0.05）．There was no significant difference in the Ramsay sedation score and comfort score between the two groups of patients at T₁ time（P>0.05）．The Ramsay sedation scores of the observation group at T₂,T₃,and T₄ time were higher,while the comfort score was lower（P<0.05）．The overall satisfaction of the observation group patients was higher（P<0.05）．Conclusions Adopting ADOPT based health education combined with emotional guidance for patients undergoing endoscopic diagnosis and treatment can improve their negative emotions before the endoscopic diagnosis and treatment process,enhance their cooperation level,and improve their level of sedation and comfort during the process．Patients have a high level of nursing satisfaction．

目的 分析多元化团体互动健康教育在初产妇女围产期的应用效果。方法 选取2019年6月—2021年6月在我院顺利分娩的168例孕产妇为研究对象,采用随机数字表法分为观察组和对照组,各组均84例,2组围产期均给予常规健康教育,观察组同时给予多元化团体互动健康教育,比较2组的应用效果。结果 观察组孕产妇的各产程和住院时间均短于对照组;观察组产褥期后母亲角色适应情况优于对照组;产后1周和产后1个月较干预前2组的母乳喂养自信量表评分均升高,且观察组较高;干预后较干预前2组的焦虑自评量表和抑郁自评量表评分均降低,且观察组较低;观察组的子宫复旧、恶露量及便秘、尿潴留、切口感染发生率均低于对照组,差异有统计学意义(P＜0.05)。结论 初产妇女围产期给予多元化团体互动健康教育能够帮助其促进产后恢复,较快适应母亲角色,提高母乳喂养能力,缓解负性情绪,降低不良反应。

Objective To analyze the effect of diversified group interactive health education on perinatal period of primiparous women. Methods A total of 168 women who gave birth successfully in our hospital from June 2019 to June 2021 were selected as the research objects, and divided into an observation group and a control group by random number table method, with 84 cases in each group.Both groups were given routine health education during perinatal period, and the observation group was given diversified group interactive health education additionally, the effects of the two groups were compared. Results The duration of labor and hospital stay were shorter in the observation group than in the control group.The maternal role adaptation of observation group was better than control group after puerperium.The Breastfeeding Self-Efficacy Scale scores of 1 week postpartum and 1 month postpartum were higher than those of the two groups before intervention, and the observation group was higher.After intervention, Self-Rating Anxiety Scale and Self-Rating Depression Scale scores of the observation group were lower than those before intervention, and the observation group was lower.Uterine involution, lochia volume, incidence of constipation, urinary retention and incision infection rate in the observation group were lower than those in the control group, and the differences were significant (P<0.05). Conclusions Primiparous women given diversified group interactive health education during the perinatal period can help them to promote postpartum recovery, adapt to being a mother quickly, improve breastfeeding ability, relieve negative emotions, and reduce adverse reactions.

目的 分析基于视觉传达理论的照顾者思维导图教育在宫颈环扎手术患者中的应用效果。方法 选取2018年1月—2020年1月在我院顺利完成宫颈环切手术的116例患者及主要照顾者为研究对象,采用简单随机法将其分为对照组和观察组,各58例。对照组照顾者给予常规健康教育,观察组照顾者给予基于视觉传达理论的照顾者思维导图教育。比较2组主要照顾者干预前后的照顾负担评分和家属照顾能力测量表(FCTI)评分,并比较2组患者干预前后的焦虑、抑郁水平和健康行为评分,比较2组患者的妊娠结局。结果 干预后较干预前2组主要照顾者的各项照顾负担评分、FCTI评分均降低,且观察组较低;干预后较干预前2组患者的焦虑自评量表、抑郁自评量表评分均降低,且观察组较低。干预后2组患者的各项健康行为评分较干预前均升高,且观察组较高,差异有统计学意义(P＜0.05)。观察组患者的流产、感染的发生率低于对照组,观察组患者的足月分娩产的发生率高于对照组,差异有统计学意义(P＜0.05)。结论 宫颈环扎手术患者的主要照顾者采用基于视觉传达理论的照顾者思维导图教育能够有效缓解其照顾负担,提升照顾能力,进而缓解患者的负性情绪,提高其健康行为,改善妊娠结局。

Objective To analyze the application effect of caregiver mind mapping education based on visual communication theory in patients undergoing cervical cerclage. Methods A total of 116 patients who successfully completed cervical cerclage in our hospital and their main caregivers from January 2018 to January 2020 were selected as the research objects.They were divided into control group and observation group by simple random method, with 58 cases in each group.The caregivers in the control group were given routine health education, and those in the observation group were given mind mapping education based on visual communication theory.The scores of care burden and family caregiver task inventory (FCTI score) of the two groups of main caregivers before and after intervention were compared, and the anxiety, depression levels and health behavior score of the two groups before and after the intervention were compared, and the pregnancy outcome of the two groups was also compared. Results After the intervention, the care burden score and FCTI score of the main caregivers of the two groups were lower than those before the intervention, and the observation group was lower; after intervention, the Self-Rating Depression Scale, Self-Rating Anxiety Scale scores of the two groups were lower than those before intervention, and the observation group was lower.The health behavior scores after intervention were higher than that before intervention, and the observation group were higher (P<0.05).The incidence of abortion and infection in the observation group was lower than that in the control group, and the incidence of full-term delivery in the observation group was higher than that in the control group (P<0.05). Conclusions The caregiver mind mapping education based on visual communication theory can effectively alleviate the care burden, improve the care ability, alleviate the negative emotion of patients, improve their health behavior and improve the pregnancy outcome.

目的 调查眼科患者对荧光素眼底血管造影认知情况及健康教育需求,为眼底造影医护人员实施高效、个性化健康教育提供依据。方法 采用自制眼底造影认知及健康教育需求问卷,对本院2021年6月—8月的123例眼底血管造影患者进行问卷调查,使用Spearman相关性分析、非参数秩和检验及多元线性逐步回归分析患者眼底血管造影认知的影响因素。结果 患者荧光素眼底血管造影认知得分为（33.77±8.09）分,其中,患者对于检查中的相关知识认知最低,相对得分为0.59;患者健康教育需求的得分为（43.95±7.63）分,其中,检查后的相关知识需求度最高,相对得分为0.77;不同年龄、文化程度、主要照顾者、眼造影检查次数及是否合并全身病的患者的认知水平差异有统计学意义（P<0.05）。多元线性逐步回归分析表明,眼造影检查史是患者眼底血管造影认知的独立影响因素。结论 眼科患者对荧光素眼底血管造影认知水平较低,健康教育需求高,医护人员应重视健康教育的实施,结合FFA操作流程及患者特点,制定标准化健康教育流程,探索有效的线上+线下的健康教育模式,以提高造影患者认知水平,保障患者安全。

Objective To investigate fundus fluorescein angiography（FFA）cognition and health education needs in ophthalmic patients,and to provide basis for efficient and personalized health education for FFA medical staff．Methods A self-made questionnaire was used in a survey of 123 patients from June to August 2021．The influencing factors of FFA cognition were analyzed by Spearman correlation analysis,non parametric rank sum test and multiple linear stepwise regression．Results The score of FFA cognition was（33.77 ± 8.09）．Patients had the lowest cognition of relevant knowledge during the examination,with a relative score of 0.59．The score of patient's health education needs was（43.95 ± 7.63）,while the score of relevant knowledge needs after examination was the highest,with a relative score of 0.77．There were significant differences in cognitive level among patients with different ages,educational levels,main caregivers,angiographic times,and complication of systemic diseases（P<0.05）．Multiple linear stepwise regression analysis showed that the number of ocular angiography was an independent factor affecting the cognition of FFA．Conclusions Patients with FFA have low cognitive level and high demand for health education．Medical staff should pay attention to the implementation of health education,formulate a standardized health education process with the combination of operation process and patient characteristics,and explore an effective online-to-offline health education mode,so as to improve the cognitive level of angiography patients and ensure the safety of patients．

目的 探讨与观察思维导图教育模式对肠造口患者生活质量与心理情绪的影响。方法 选择2021年5月—2022年4月本院胃肠外科收治的低位直肠癌术后患者80例为研究对象,按入院顺序随机编号,对应随机数字为偶数的分到思维导图组（n=40）,奇数的分到传统组（n=40）。传统组给予常规健康教育干预,思维导图组在传统组护理的基础上给予思维导图教育模式干预,思维导图组与传统组护理观察时间为3个月。结果 思维导图组护理期间的造口感染、坏死、水肿、出血、旁疝等并发症发生率与传统组相比都降低（P<0.05）。思维导图组与传统组护理后的焦虑与抑郁评分与护理前相比降低（P<0.05）,护理后思维导图组评分与传统组相比降低（P<0.05）。思维导图组的术后住院时间、术后排气时间、术后下床活动时间与传统组相比均减少（P<0.05）。思维导图组护理后的副作用、共性症状、尿路症状、特异躯体症状、特异心理、性功能、尿袋问题等生活质量评分与传统组相比都减少（P<0.05）。结论 思维导图教育模式在肠造口患者的应用能促进缓解心理负面情绪,促进患者康复,提高患者的生活质量,减少术后造口并发症的发生。

Objective To explore and observe the effects of mind map education mode on the quality of life and psychological emotions of patients with enterostomy．Methods From May 2021 to April 2022, 80 cases of patients with postoperative low rectal cancer who were admitted to the Gastrointestinal Surgery Department of our hospital were selected as the research subjects, and all the cases were numbered according to the random admission sequence, and those with even random numbers were assigned to the mind map group（n=40）, and odd numbers were assigned to the traditional group（n=40）．The traditional group was given routine health education intervention, the mind map group was given mind map education mode intervention additionally, and the nursing observation time of both groups was 3 months．Results The incidences of complications such as stoma bleeding, parastomal hernia, stoma necrosis, stoma edema and stoma infection during nursing in the mind map group were lower than that in the traditional group（P<0.05）．The anxiety and depression scores in both groups after nursing were significantly lower than those before nursing（P<0.05）, and the scores in the mind map group after nursing were also significantly lower than those in the traditional group（P<0.05）．The postoperative hospital stay, postoperative exhaust time, and postoperative ambulation time of the mind map group were significantly shorter than those of the traditional group（P<0.05）．The quality of life scores of common symptoms, side effects, urinary tract symptoms, specific somatic symptoms, specific psychology, urine bag problems and sexual function in the mind map group after nursing were significantly lower than those in the traditional group（P<0.05）．Conclusions The application of mind map education model in patients with enterostomy can promote the relief of psychological negative emotions, promote the recovery of patients, reduce the occurrence of postoperative complications, and improve the quality of life of patients．