Volume 2, Issue 1

Objective: To explore the application and effectiveness of a teaching method combining a distance teaching system with case-based learning (CBL) in clinical anesthesiology experimental teaching. This study aims to provide a reference for reforming practical teaching in the anesthesiology curriculum. Methods: Sixty undergraduate students majoring in anesthesiology from the Class of 2021 at Wannan Medical College were randomly divided into two groups. The control group (30 students) received traditional classroom teaching combined with a procedural demonstration. The observation group(30 students) was taught using the distance teaching system integrated with the CBL method. Epidural anesthesia was used as the teaching topic. After the course, the teaching effect was evaluated through a theoretical examination, a clinical skills assessment, and a satisfaction questionnaire. Results: The observation group scored significantly higher than the control group in both the theoretical knowledge examination (93.93±2.99 vs. 87.80±5.52) and the clinical skills assessment (90.43±8.88 vs. 82.73±6.65) (both P<0.05). Furthermore, the student satisfaction rate in the observation group (96.67%) was significantly higher than that in the control group (83.33%) (P<0.05). Conclusion: The combination of a distance teaching system and the CBL teaching method effectively addresses the common disconnect between clinical practice and experimental learning, as well as the limited operative view in traditional teaching. By integrating live broadcasts of real clinical scenarios with case-driven learning, this approach significantly enhances students' theoretical application ability, clinical operation skills, and learning satisfaction. This model offers a promising and scalable innovation for clinical anesthesiology experimental teaching.

Sepsis remains challenging to teach in the intensive care unit (ICU), not due to a lack of guidelines, but because clinical priorities must be continually reassessed as patient physiology evolves. Although trainees are familiar with guideline recommendations, they often hesitate at the bedside when multiple time-sensitive decisions compete for attention. To address this gap, we implemented a time-axis-based framework to structure sepsis case discussions during routine ICU teaching, including bedside rounds and formal case reviews. This approach organizes management into four sequential yet overlapping decision phases, helping maintain focus on immediate priorities while anticipating subsequent changes. In our experience, trainees demonstrated improved ability to articulate decision prioritization and escalation of care. Rather than introducing new guideline content, the framework enhances the visibility of temporal prioritization and clinical reasoning during discussion. By centering on timing and prioritization, it complements guideline-based teaching and provides a clearer structure for time-critical decision-making in ICU training.

Objective: With the ongoing digital transformation of higher education in recent years, virtual simulation experiment teaching has emerged as a key direction for instructional reform in universities. Taking the course Pain Diagnostics and Therapeutics offered by the School of Anesthesiology at Wannan Medical University as an example, this study aimed to evaluate the effectiveness of a virtual simulation experiment system in the experimental teaching of this course. Methods: A total of 236 anesthesiology students from the class of 2021 were enrolled as research participants and randomly divided into a control group and an experimental group. The control group received traditional teaching combining theoretical lectures with bedside clinical observation. The experimental group underwent a blended teaching model consisting of virtual simulation teaching plus bedside clinical observation, which included three stages: online virtual pre-training, offline inclass hands-on practice, and clinical observation with virtual-real mutual verification. Results: The experimental group demonstrated significantly better performance than the control group across all evaluation indicators (all P<0.001). Regarding course scores, the experimental group achieved a mean score of 90.98±6.23, which was significantly higher than that of the control group (85.28±4.42). The experimental group also showed marked superiority in regular assessment scores (92.58±5.42 vs. 84.56±5.44) and final theoretical examination scores (90.30±6.58 vs. 85.59±3.98). In terms of clinical reasoning ability, the mean score of the experimental group reached 27.55±1.59, far exceeding that of the control group (20.42±2.87). Regarding teaching satisfaction, the experimental group had significantly higher proportions of students reporting enhanced learning interest (91.53% vs. 55.08%), in-depth understanding of learning content (80.51% vs. 63.56%), and a comfortable clinical teaching atmosphere (69.49% vs. 49.15%) compared with the control group (all P<0.05). Conclusion: The blended teaching model integrating virtual and real practice improves teaching effectiveness, helps consolidate students' professional theoretical foundation, and enhances their clinical reasoning ability. Therefore, this approach holds positive reference value for the teaching reform of Pain Diagnostics and Therapeutics.

Warm Disease Studies, a core course in traditional Chinese medicine (TCM), integrates physicians' historical experience and theoretical achievements in the prevention and treatment of warm diseases, demonstrating remarkable clinical practical value. Its theoretical system has shown distinct advantages in the management of infectious diseases (e.g., acute epidemics and febrile conditions) in modern times. To meet the demand for versatile military TCM professionals and military medical support, this study addresses the current status and challenges of Warm Disease Studies teaching in military medical academies. Guided by the principle of "synergy between medicine and education, combat-oriented development", a four-dimensional integrated teaching model—encompassing theory, clinical practice, research, and extension—is proposed. This model highlights the characteristics of military medical support and achieves the organic integration of professional education and ideological education.

Objective: To evaluate the effectiveness of integrating medical dispute case analysis into doctor-patient communication training for undergraduate medical students. Methods: During the 2025 academic year, the Medical Humanities teaching team at Songjiang Hospital, Affiliated to Shanghai Jiao Tong University School of Medicine, redesigned the Doctor-Patient Communication course for undergraduates at Kangda College, Nanjing Medical University. The reform group (n=42, 2025 cohort) received instruction integrating medical dispute case analysis, while the traditional group (n=42, 2024 cohort) received conventional teaching. Outcomes were evaluated using satisfaction surveys, course experience questionnaires, regular assessments, final exams, and video-based analyses of classroom engagement. Results: Compared with the traditional group, the reform group demonstrated significantly higher rates of students reporting "very satisfied" with learning interest, teaching method evaluation, and perceived self-improvement (P<0.05 or P<0.01). The reform group also had a higher overall positive classroom experience rate [100.0% (210/210) vs. 97.1% (204/210), P<0.05], greater course attractiveness (97.6% vs. 92.8%, P<0.05), and significantly higher scores in both regular assessments and final examinations (P<0.01). Conclusion: Incorporating medical dispute case analysis into doctor-patient communication teaching may enhance educational outcomes for medical students. It provides a reference model for promoting high-quality medical teaching in China.