目的 探讨密室逃脱教学法运用于急诊护理教学查房的效果。方法 选取2024年6月—2025年6月在本院急诊科的新入职护士76人作为研究对象,按随机数字表法将所有护士分为对照组和观察组（n均=38）。对照组采用传统模式护理教学查房,观察组采用密室逃脱教学法教学查房。培训后对两组护士采用理论及操作技能考核、批判性思维能力量表-中文版进行考核，并调查两组护士对两种教学模式的满意度。结果 与对照组比较，观察组的理论知识成绩及操作技能成绩明显提升（P＜0.05）；另外，观察组的批判性思维能力量表-中文版得分比对照组明显提升（P＜0.05）。观察组的非常满意、比较满意例数（率）及总满意度均比对照组明显增加（P＜0.05）。结论 密室逃脱教学法可有效提高急诊护理教学查房效果，值得在临床教学实践中进一步推广。

目的 探讨改良后本科生临床医学课堂教学评价量表在时效性、有效性和易用性方面的变化。方法 2018年9月-2019年9月选取四川大学华西医院2017级临床医学和口腔医学五年制本科生共30名，以及3名授课教师作为研究对象，将既往版、现行版以及改良版教学质量评价量表应用课堂，并采用问卷调查方法对其进行分析评估。评估经改良后的教学质量评价表在及时性、有效性和易用性方面的变化差异。结果 共计向研究对象发放99份教学质量评价量表和33份调查问卷，回收率为100%。针对授课教师能及时获取教学质量反馈，教师认为课后评教工具的最佳评价时机为课后当天晚上12点前（33.3%）或课后24小时内（66.7%），高于课后立即评价（0%）和期末评价（0%）。对三个版本教学评价表问卷调查结果显示，改良版教学评价量表的时效性、有效性和易用性为优的比例分别为86.67%，60%和76.67%，均高于现行版的43.33%，60%和46.67%，同时均高于既往版的23.33%，23.33%和36.67%，差异有统计学意义（P＜0.05）。结论 改良后的本科生临床医学课堂教学评价量表在时效性、有效性和易用性方面均得以显著提高。通过不断优化量表设计和评价指标，可以提高教学质量评价的科学性和准确性。

Objective: To investigate the changes in timeliness, validity, and usability of the modified classroom teaching evaluation scale for undergraduate clinical medical education. Methods: From September 2018 to September 2019, a cohort comprising 30 fifth-year undergraduate students majoring in clinical medicine and stomatology from West China Hospital, Sichuan University, along with three faculty instructors, was enrolled. Three versions of teaching evaluation scales (historical, current, and modified) were implemented in classroom settings, followed by questionnaire-based comparative analyses. The revised scale was systematically assessed for improvements in feedback timeliness, measurement validity, and operational usability. Results: A total of 99 evaluation forms and 33 questionnaires were distributed, with a 100% response rate. Regarding timely feedback acquisition, faculty preferred receiving evaluations by midnight on the teaching day (33.3%) or within 24 hours post-class (66.7%), outperforming immediate

目的 探讨密室逃脱教学法运用于急诊护理教学查房的效果。方法 选取2024年6月—2025年6月在本院急诊科的新入职护士76人作为研究对象,按随机数字表法将所有护士分为对照组和观察组（n均=38）。对照组采用传统模式护理教学查房,观察组采用密室逃脱教学法教学查房。培训后对两组护士采用理论及操作技能考核、批判性思维能力量表-中文版进行考核，并调查两组护士对两种教学模式的满意度。结果 与对照组比较，观察组的理论知识成绩及操作技能成绩明显提升（P＜0.05）；另外，观察组的批判性思维能力量表-中文版得分比对照组明显提升（P＜0.05）。观察组的非常满意、比较满意例数（率）及总满意度均比对照组明显增加（P＜0.05）。结论 密室逃脱教学法可有效提高急诊护理教学查房效果，值得在临床教学实践中进一步推广。

目的 探讨密室逃脱教学法运用于急诊护理教学查房的效果。方法 选取2024年6月—2025年6月在本院急诊科的新入职护士76人作为研究对象,按随机数字表法将所有护士分为对照组和观察组（n均=38）。对照组采用传统模式护理教学查房,观察组采用密室逃脱教学法教学查房。培训后对两组护士采用理论及操作技能考核、批判性思维能力量表-中文版进行考核，并调查两组护士对两种教学模式的满意度。结果 与对照组比较，观察组的理论知识成绩及操作技能成绩明显提升（P＜0.05）；另外，观察组的批判性思维能力量表-中文版得分比对照组明显提升（P＜0.05）。观察组的非常满意、比较满意例数（率）及总满意度均比对照组明显增加（P＜0.05）。结论 密室逃脱教学法可有效提高急诊护理教学查房效果，值得在临床教学实践中进一步推广。

Objective: To investigate the effectiveness of the escape room teaching method in emergency nursing teaching rounds. Methods: A total of 76 newly hired nurses in the Emergency Department of our hospital between June 2024 and June 2025 were selected as study subjects. Using a random number table, all nurses were divided into a control group and an observation group (n = 38 each). The control group underwent traditional nursing teaching rounds, while the observation group participated in teaching rounds using the escape room teaching method. After training, both groups were assessed using theoretical and practical skill examinations, as well as the Critical Thinking Skills Scale (Chinese Version), and their satisfaction with the two teaching models was surveyed. Results: Compared with the control group, the observation group showed significant improvements in theoretical knowledge and practical skill scores (P < 0.05); Additionally, the scores on the Critical Thinking Skills Scale (Chinese Version) in the observation group were significantly higher than those in the control group (P < 0.05). The number (and rate) of nurses in the observation group who reported being “very satisfied” or “fairly satisfied,” as well as the overall satisfaction rate, were significantly higher than those in the control group (P < 0.05). Conclusion: The escape room teaching method can effectively enhance the effectiveness of emergency nursing teaching rounds and is worthy of further promotion in clinical teaching practice.

      生物化学是临床医学专业的一门重要基础课程，其教学质量可直接影响临床医学生物的培养目标。文章探讨了“新医科”背景下生物化学课程的教学改革，从思政元素融入课堂、教学手段的改革、开放实验平台的搭建和课程考核的改革等方面入手，着力培养学生自主学习的能力，解决临床问题的能力和提升科研素养。

      For students who majored in clinical medicine，biochemistry is a crucial foundation course，and the teaching quality of which directly influence the educational objectives of clinical medicine students．In this study，we explored the teaching reformation methods of biochemistry course under the background of New Medicine．We integrated ideological elements into classroom teaching，and used various teaching methods in the classroom，built an open experiment platform and innovated course assessment mode，for trying to improve the students’ ability of self-study，clinical problems resolving and scientific literacy．

       目的   探讨肌骨超声（MSUS）在慢性肌肉骨骼疼痛（CMP）康复精准化教学中的应用效果。方法   选取在广州市第一人民医院南沙医院康复医学科实习的43名大专及本科学生，对照组进行常规CMP康复精准化教学，MSUS组在常规教学基础上增加MSUS辅助教学。实习结束后，通过专业理论考试和实践考核观察教学效果，并以问卷调查学生对教学形式和效果的满意度。结果  MSUS组的理论考核成绩为（84.62±5.14）分，对照组为（81.45±6.21）分，两组间差异无统计学意义（P＞0.05）。MSUS组的实践考核成绩（4.71±1.06）分高于对照组（3.64±1.14）分（P＜0.05）。问卷调查显示，MSUS组学生的总体满意度（35.24±3.43）高于对照组（32.64±3.98），P＜0.05。其中，对于教学方法的满意度，MSUS组（9.81±0.60）高于对照组（8.82±1.18）（P＜0.05）；对于综合分析与实践能力的满意度，MSUS组（7.43±1.91）高于对照组（6.18±1.62）（P＜0.05）。结论  MSUS教学在夯实学生专业基础知识、深化临床实践、提高综合分析能力和学习积极性方面具有显著优势，为精准化康复教学提供了有效手段。

       Objective  To explore the application effect of musculoskeletal ultrasound（MSUS）in the precise teaching of chronic musculoskeletal pain（CMP）rehabilitation．Methods  Forty-three college and undergraduate  students interning in Rehabilitation Medicine Department of Nansha Hospital，Guangzhou First People’s Hospital were selected，control group conducted conventional CMP rehabilitation teaching，and the MSUS group  received additional MSUS-assisted teaching on the basis of the conventional teaching．After the internship，the teaching effectiveness was observed through professional theoretical examinations and practical assessments，and a questionnaire survey was conducted to evaluate students’satisfaction with the teaching methods and outcomes．Results  The theoretical assessment score of the MSUS group were（84.62±5.14）and（81.45±6.21）of the control group，there was no difference between the two groups（P＞0.05）．The practical assessment scores of the MSUS group（4.71±1.06）were higher than those of the control group（3.64±1.14），and a significant difference was found between the two groups（P＜0.05）．The questionnaire survey showed that the overall satisfaction of the MSUS group students（35.24±3.43）was higher than that of the control group（32.64±3.97）（P＜0.05）．Among them，satisfaction with the teaching method was higher in the MSUS group（9.81±0.60）than in the control group（8.82±1.18）（P＜0.05），satisfaction with comprehensive analysis and practical ability was also higher in the MSUS group（7.43±1.91）than in the control group（6.18±1.62）（P＜0.05）．Conclusions  MSUS teaching has significant advantages in consolidating students’basic professional knowledge，deepening clinical practice，improving comprehensive analysis ability and learning enthusiasm．It provides an effective means for precise rehabilitation teaching．

中医诊断学是一门中医学专业的主干课程, 也是连接基础理论与临床实践的桥梁课程,其知识点繁杂、实践性强导致学生感觉枯燥无味, 教师教学质量欠佳。随着“互联网+教育”的高速发展, 混合式教学作为一种创新型教学模式,有诸多优势, 但也存在一些不足。文章从多元化教学方法、思政教育、多元化评价三个方面出发, 研究创新混合教学模式措施, 以期提升教学效果,提高学生的中医思维能力和临床水平, 培养学生的医德医风,实现知识传授与价值引领, 为社会输送德才兼备的中医药人才。文章研究了中医诊断学课程混合教学模式的教学现状和实践探索, 以进一步提高教学质量, 可为各大中医院校混合教学模式的开展提供借鉴。

Traditional Chinese medicine（TCM）diagnostics is a main course of TCM specialty, and it is also a bridge course connecting basic theory and clinical practice．Its complex knowledge and strong practicability lead to students feeling bored and poor teaching quality．With the rapid development of “Internet + Education”, blended teaching, as an innovative teaching mode,has many advantages, but it also has some shortcomings．This paper starts from three aspects of diversified teaching methods, civic education and diversified evaluation to study the measures of innovative mixed teaching mode, with a view to enhancing the teaching effect, improving the students’ thinking ability and clinical level of Chinese medicine, cultivating the students’ medical ethics and medical style,realizing the knowledge pass on and value leadership, and delivering both moral and talented talents in traditional Chinese medicine for the society．This paper studies the teaching status and practical exploration of the mixed teaching mode of TCM diagnostics curriculum in order to further improve the teaching quality and provide reference for the development of the mixed teaching mode in major TCM colleges．

背景 虚拟标准化患者作为医学教育中的新型教学工具, 已广泛用于提升学生的临床问诊能力。随着生成式人工智能的快速发展, 基于大语言模型（LLMs）构建的VSP系统成为研究热点。然而, 目前尚缺乏对不同LLM在模拟患者角色方面表现的系统比较。目的 比较ChatGPT-4o与DeepSeek两种主流LLM在VSP模拟中的适用性, 评估其在病史采集、语言自然度、线索引导能力及教学辅助效果等方面的表现差异。方法 采用类实验研究,参与者为某医学院校临床医学专业本科四年级学生, 所有参与者均已修完《诊断学》课程, 具备基础问诊技能, 研究对象共60人, 按学号尾数单双分为两组, 分别与ChatGPT-4o或DeepSeek驱动的VSP系统进行交互。进行模拟急性阑尾炎问诊, 并在完成病史采集后提交诊断判断与体验问卷。结果 ChatGPT-4o在结构化信息整合、线索引导及技术稳定性方面更为优越, 而DeepSeek则在语言亲和力与情感回应方面表现更具人文关怀色彩。结论 不同LLM在VSP中的优势方向不同, 可根据教学目标进行有针对性地系统选择与设计。未来研究可进一步拓展至不同病种、交互方式及评估维度,以全面评估LLM驱动VSP在医学教育场景下的适应性与教学成效。

Background Virtual standardized patients（VSPs）have emerged as a novel tool in medical education, widely adopted to enhance students’ clinical interview skills．With the rapid development of generative artificial intelligence, VSP systems powered by large language models（LLMs）have become a new focus of research．However, few studies have systematically compared the performance of different LLMs in simulating patient roles．Objective This study aims to compare the applicability of two mainstream LLMs, ChatGPT-4o and DeepSeek, in VSP-based medical interview simulations, focusing on their differences in history-taking performance,linguistic naturalness, clue guidance,and educational support．Methods A quasi-experimental study was conducted involving 60 fourth-year clinical medicine undergraduates from a medical school．All participants had completed a diagnostics course and possessed basic interviewing skills．Students were assigned to either the ChatGPT-4o or DeepSeek group based on the parity of their student ID numbers．Each participant conducted a text-based simulated interview with a VSP presenting with acute appendicitis, then submitted both a preliminary diagnosis and a structured satisfaction questionnaire．Results ChatGPT-4o demonstrated superior performance in structured information integration, clue-based prompting, and system stability．In contrast, DeepSeek showed more natural language affinity and emotional responsiveness,reflecting stronger humanistic communication traits．The two models displayed divergent strengths within the VSP framework, suggesting that system selection and integration should be tailored to specific teaching objectives．Conclusions Future research should expand the scope to include diverse disease scenarios, interaction modalities, and evaluation dimensions, to comprehensively assess the educational utility and adaptability of LLM-driven VSP systems in medical training．

目的 探讨BOPPPS[（导引（B）,目标（O）,课前测试（P）,参与式学习（P）,课后测试（P）,总结（S）]模式下模块化教学结合模拟演练在创伤急救培训中的应用效果。方法 选取福建省泉州市正骨医院急诊科2022年8月—2024年2月90名护士,随机分为对照组和干预组,每组45名护士。对照组采用传统授课模式进行教学培训;干预组采用BOPPPS模式下模块化教学结合模拟演练进行教学培训。培训结束对两组学员的创伤急救综合理论及单项技能、创伤急救救护综合能力、培训效果满意度进行统计分析。结果 干预组的综合理论成绩为（80.74±6.87）分、单项技能成绩为（92.13±2.26）分,相较于对照组均提高（P<0.05）。干预组对创伤急救课程的总体满意度：非常同意23例、同意20例,比例均高于对照组（P<0.05）。干预组的创伤急救救护综合能力如病情评估预判能力,优秀26例、良好15例;护理计划分析实施能力,优秀25例、良好13例;团队协作与资源管理能力,优秀27例、良好15例;情景感知与应变能力,优秀30例、良好11例;综合救护能力,优秀36例、良好5例。显著优于对照组（P<0.05）。结论 BOPPPS模式下模块化教学结合模拟演练能够提高急诊科护士的综合创伤救护能力,且取得了较高的满意度,值得进一步推广应用。

Objective To explore the application effect of modular teaching combined with simulation exercise in trauma first aid training under BOPPPS model．Methods A total of 90 nurses in the emergency department from August 2022 to February 2024 were randomly divided into control group（n=45） and intervention group（n=45）．The control group was trained by traditional teaching mode．The intervention group was trained by BOPPPS modular teaching combined with simulation exercise．After the training,the comprehensive theory of trauma first aid,individual skills,comprehensive ability of trauma first aid and satisfaction degree of training effect of the two groups of nurses were statistically analyzed．Results The comprehensive theoretical scores and single skill scores of the intervention group were significantly improved compared with the control group（P<0.05）．The satisfaction degree of trauma first aid training in the intervention group was significantly higher than that in the control group（P<0.05）．The comprehensive ability of trauma first aid in the intervention group was significantly better than that in the control group（P<0.05）．Conclusions The combination of modular teaching and simulation exercise in BOPPPS model can improve the comprehensive trauma rescue ability of nurses in emergency department,and has obtained a high degree of satisfaction,which is worthy of further popularization and application．

目的 探讨基于迷你临床演练评估（Mini-CEX）的可视化思维导图联合案例教学在全科住院医师规范化培训中的应用效果。方法 选取参加全科住院医师规范化培训的52例学员并分为试验组（n=26）和对照组（n=26）。对照组采取以案例讲授为主的传统教学模式,试验组采取基于Mini-CEX的可视化思维导图联合案例教学模式。对比两组Mini-CEX评分、考核成绩及教学满意度。结果 试验组Mini-CEX测评的问诊技巧、体格检查、临床判断、诊治能力、技能操作及整体表现得分均高于对照组（P<0.05）。试验组理论知识[（86.89±4.75）分 vs （82.96±4.87分）]、专业技能[（84.20±3.46）分 vs （70.18±4.93）分]及病历书写成绩[（80.64±5.26）分 vs （75.58±5.94）分]均高于对照组（t分别为2.678、13.685、2.764,P分别为0.009、<0.001、0.007）。试验组住院医师教学满意度高于对照组（P<0.05）。结论 基于Mini-CEX的可视化思维导图联合案例教学模式用于全科住院医师规范化培训,有助于提高教学效果及教学满意度。

Objective To evaluate the effect of visual mind mapping combined with case teaching based on mini-clinical evaluation exercise（Mini-CEX）for standardized training of general practitioners．Methods A total of 52 students who participated the standardized training of general practitioners were selected and divided into an experimental group（n=26）and a control group（n=26）．The control group adopted the traditional teaching mode based on case teaching and the experimental group adopted the visual mind mapping combined with case teaching based on Mini-CEX．The Mini-CEX score,assessment results and teaching satisfaction of two groups were compared．Results The interrogation skills,physical examination,clinical judgment,diagnosis and treatment ability,skill operation and overall performance of Mini-CEX in experimental group were higher than control group（P<0.05）．Theoretical knowledge score（[86.89±4.75] vs [82.96±4.87]）,professional skills score（[84.20±3.46] vs [70.18±4.93]）and medical record writing score（[80.64±5.26] vs [75.58±5.94]）of experimental groups were higher than control group（t=2.678,13.685,2.764,P=0.009,<0.001,0.007）．The teaching satisfaction of residents in experimental group was higher than control group（P<0.05）．Conclusions The visual mind mapping combined with case teaching based on Mini-CEX for standardized training of general practitioners is helpful to improve teaching effect and teaching satisfaction．