¹Department of Anesthesiology, Jiangsu Cancer Hospital, Jiangsu Institute of Cancer Research, the Affiliated Cancer Hospital of Nanjing Medical University, Nanjing 210009, Jiangsu Province, China. ²Department of Anesthesiology, the Affiliated Cancer Hospital of Nanjing Medical University, Jiangsu Cancer Hospital, Nanjing 210009, Jiangsu Province, China. ³Affiliated Anesthesia College of Xuzhou Medical University, Xuzhou 221004, Jiangsu Province, China. ⁴Department of Nursing, Jiangsu Cancer Hospital, Jiangsu Institute of Cancer Research, the Affiliated Cancer Hospital of Nanjing Medical University, Nanjing 210009, Jiangsu Province, China.

Address correspondence to: Pengyi Li, Department of Anesthesiology, Jiangsu Cancer Hospital, Nanjing 210009, Jiangsu Province, China. Tel: +86-18252057979, Email: lipengyi@njmu.edu.cn.

DOI: https://doi.org/10.61189/937243auxvcj

Received December 4, 2024, Accepted March 3, 2025, Published April 1, 2025

Highlights

● The study highlights the effective integration of visual double-lumen bronchial catheters in anesthesia residency training. It significantly shortens intubation time, enhances first-attempt success rates and surgeon satisfaction.

● This approach notably reduces post-intubation complications, including pharyngeal pain, hoarseness, and dry cough, leading to better patient outcomes and enhanced educational efficacy.

Research Article |Published on: 01 April 2025

[Progress in Medical Education] 2025; 1(1): 23-31.

Panpan Hu, Tianying Xu 

Department of Anesthetic Pharmacology, School of Anesthesiology, Second Military Medical University/Naval Medical University, Shanghai 200433, China. 

Address correspondence to: Tianying Xu, Department of Anesthetic Pharmacology, School of Anes thesiology, Second Military Medical University/Naval Medical University, 800 Xiangyin Road, Shanghai 200433, China. Tel: +86-021-81872029; E-mail: xutianying@smmu.edu.cn.

Acknowledgement: This work was supported by Collaborative Education Project of the Ministry of Education of China (250101414020206) and Planning Project of Shanghai Higher Education Association (2QYB24158). 

DOI: https://doi.org/10.61189/152721rnuvhk

Received September 19, 2024; Accepted November 19, 2024; Published April 1, 2025 

Highlights 

● This review clearly defines the role of anesthetic pharmacology in the medical curriculum. 

● It emphasizes analyzing students’ prior knowledge and specific needs for targeted lesson preparation. 

● It proposes actionable methods to integrate anesthetic pharmacology with clinical practice. 

● It advocates for continuous updates to teaching materials to incorporate the latest advancements in the field. 

● It highlights the role of modern teaching tools (multimedia, virtual reality, interactive simulations, etc.) in improving instructional design and student engagement.

Review Article |Published on: 01 April 2025

[Progress in Medical Education] 2025; 1 (1): 44-48.

Zui Zou¹, Tairan Zhou^1,2, Mingyao Chen¹, Na Zhao¹, Tianying Xu¹, Jinjun Bian³

¹School of Anesthesiology, Naval Medical University, Shanghai 200433, China. ²College of Basic Medicine, Naval Medical University, Shanghai 200433, China. ³Faculty of Anesthesiology, Changhai Hospital, Naval Medical University, Shanghai 200433, China.

Address correspondence to: Jinjun Bian, Faculty of Anesthesiology, Changhai Hospital, Naval Medical University, 168 Changhai Road,, Shanghai 200433, China. E-mail: jinjunbian@smmu.edu.cn; Tianying Xu, Department of Anesthetic Pharmacology, School of Anesthesiology, Naval Medical University, 168 Changhai Road, Shanghai 200433, China. E-mail: xutianying@smmu.edu.cn.

DOI: https://doi.org/10.61189/372910akmnxk

Acknowledgement: This work was supported by Planning Project of Shanghai Higher Education Association (2QYB24158) and Collaborative Education Project of the Ministry of Education of China (250101414020206).

Received December 11, 2024; Accepted February 10, 2025; Published April 1, 2025

Highlights

● A competency based medical education (CBME) online resource platform is developed to bridge gaps in post graduate anesthesiology education, enhancing both curriculum content and teaching approaches.

● Classical and dynamic knowledge modules are incorporated to support competency-based learning, fostering systematic, self-directed, and lifelong learning.

● Innovative hybrid teaching models and real-time access to updated resources have significant potential to improve clinical decision-making and practical skills.

Brief communication |Published on: 01 April 2025

[Progress in Medical Education] 2025; 1(1): 32-38.

Zhenghuan Song^1,2,*, Qinyu Bao^2,*, Jiaqin Cai², Tingting Bao¹, Zhu Yu¹, Yihu Zhou¹, Mengling Huwang³, Miao Zhou¹, Jing Tan^1,2 

¹Department of Anesthesiology, Jiangsu Cancer Hospital & Jiangsu Institute of Cancer Research & The Affiliated Cancer Hospital of Nanjing Medical University, Nanjing 210009, Jiangsu Province, China. ²Jiangsu Province Key Laboratory of Anesthesiology, Xuzhou Medical University, Xuzhou 221004, Jiangsu Province, China. ³Department of clinical medicine, Bengbu medical university, Bengbu 233030, Anhui Province, China. 

^*The authors contribute equally. 

Address correspondence to: Jing Tan, Department of Anesthesiology, Jiangsu Cancer Hospital & Jiangsu Institute of Cancer Research & The Affiliated Cancer Hospital of Nanjing Medical University, No.42 Baiziting, Xuanwu District, Nanjing 210009, Jiangsu Province, China. Tel: +86-025-8328465. E-mail: tanjing@njmu.edu.cn.

DOI: https://doi.org/10.61189/457747nquzlx 

Received November 13, 2024; Accepted February 6, 2025; Published April 1, 2025 

Highlights 

● Ethical approval is a fundamental step in research for anesthesiology master's students. 

● Conflicts between ethical approval timelines and clinical training schedules hinder research progress. 

● Lengthy review periods can delay research completion and dissertation submission.

Review Article |Published on: 01 April 2025

[Progress in Medical Education] 2025; 1 (1): 49-54.

Xiangbing Shui

Professor of School of Anesthesiology, Naval Medical University, Shanghai 200433, China.

Published April 1, 2025

DOI: https://doi.org/10.61189/923124wviwrh

Editorial |Published on: 01 April 2025

[Progress in Medical Education] 2025; 1(1): 1-9.