Bing Liang^1,#, Xiaojing Guo^1,#, Zhanheng Chen², Mi Li^3,*, Yimin Yuan^1,*, Zui Zou^3,*

¹Department of Pain Therapy, Department of Anesthesiology, Naval Medical University, Shanghai 200433, China. 

²Department of Clinical Anesthesiology, Department of Anesthesiology, Naval Medical University, Shanghai 200433, China. 

³Department of Anesthesiology, Naval Medical University, Shanghai 200433, China. 

^#The authors contribute equally and are co-first authors. 

^*The authors contribute equally.

Address correspondence to: Mi Li, Department of Anesthesiology, Naval Medical University, 800 Xiangyin Road, Yangpu District, Shanghai 200433, China. Tel: +86-18601664447. E-mail: limi@smmu.edu.cn. Yimin Yuan, Department of Pain Therapy, Department of Anesthesiology, Naval Medical University, 800 Xiangyin Road, Yangpu District, Shanghai 200433, China. Tel: +86-13564440744. E-mail: yym3535@163.com. Zui Zou, Department of Anesthesiology, Naval Medical University, 800 Xiangyin Road, Yangpu District, Shanghai 200433, China. E-mail: zouzui1980@163.com.

DOI: https://doi.org/10.61189/566435hylznl

Received September 22, 2025; Accepted January 8, 2026; Published April 1, 2026

Highlights 

● Develops a competency-based framework tailored for pain medicine education, which integrates five core dimensions—clinical knowledge, practical skills, professionalism, communication, and innovative thinking—specifically aligned with anesthesiology undergraduates' training needs. 

● Introduces a multi-method formative assessment system utilizing tools such as Objective Structured Clinical Examination, Mini-Clinical Evaluation Exercise, reflective journals, and case-based evaluations to enable continuous, process-oriented, and ability-focused learning feedback. 

● Proposes a structured implementation strategy with phased roll-out and stakeholder training to facilitate the transition from traditional summative testing to dynamic, feedback-driven assessment, enhancing both teaching quality and students' clinical readiness.

Liyuan Zhao¹, Yijie Tao², Min Zhang³, Sheng Xu¹ 

¹National Key Laboratory of Immunology & Inflammation, Naval Medical University, Shanghai 200433, China. 

²Department of Physiology of Anesthesia, School of Anesthesiology, Naval Medical University, Shanghai 200433, China. 

³Department of Laboratory Animal Sciences, School of Basic Medicine, Naval Medical University, Shanghai 200433, China.

Address correspondence to: Sheng Xu, National Key Laboratory of Immunology & Inflammation, Naval Medical University, 800 Xiangyin Road, Yangpu District, Shanghai 200433, China. Tel: +86-13564932474. E-mail: x.xusheng@163.com. Min Zhang, Department of Laboratory Animal Sciences, School of Basic Medicine, Naval Medical University, 800 Xiangyin Road, Yangpu District, Shanghai 200433, China. Tel: +86-18764201333. E-mail: zhangmin_vet@126.com.

DOI: https://doi.org/10.61189/466869iuwenb

Received October 28, 2025; Accepted December 4, 2025; Published April 1, 2026

Highlights 

● A single two-hour, debate-based seminar embedded within an eight-year medical immunology curriculum significantly improved students' critical thinking (Cohen' s d=2.3) and ethical sensitivity. 

● Utilizing the high-profile "Liping Chen–PD-1/PD-L1 Nobel priority controversy" as a structured academic controversy (SAC) case enabled students to master key immuno-oncology concepts without requiring additional curricular time. 

● The scalable SAC model provides an efficient, evidence-based pathway to cultivate ethically-minded physician-scientists within the constraints of crowded medical curricula.

Min Zhang¹, Yijie Tao², Sheng Xu³, Liyuan Zhao³, Shufang Cui¹

¹Department of Laboratory Animal Sciences, School of Basic Medicine, Naval Medical University, Shanghai 200433, China. 

²Department of Physiology for Anesthesia, School of Anesthesiology, Naval Medical University, Shanghai 200433, China. 

³National Key Laboratory of Immunity & Inflammation, Naval Medical University, Shanghai 200433, China.

Address correspondence to: Shufang Cui, Department of Laboratory Animal Sciences, School of Basic Medicine, Naval Medical University, 800 Xiangyin Road, Yangpu District, Shanghai 200433, China. E-mail: youngstar_sf@163.com. Liyuan Zhao, National Key Laboratory of Immunity & Inflammation, Naval Medical University, 800 Xiangyin Road, Yangpu District, Shanghai 200433, China. E-mail: liyuanzhao035@foxmail.com.

DOI: https://doi.org/10.61189/463023earkce

Received October 29, 2025; Accepted November 25, 2025; Published April 1, 2026

Highlights 

● Proposes a "trinity" reform framework: a framework that centered on animal welfare ethics, supported by virtual simulation technology, and driven by innovations in management and assessment systems. 

● Enhances teaching reform and professional development: to improve the effectiveness of teaching and to cultivate future professionals in life sciences who are innovative, practical, and ethically responsible. 

● Provides a comprehensive solution for curriculum reform: to provide a forward-looking, implementable solution for comprehensive curriculum reform of laboratory animal science in higher education institutions.

Linlin Chen*, Shuo Yang*, Zhanheng Chen, Zixin Li, Mi Li, Zui Zou, Zhibin Wang

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

*The authors contribute equally.

Address correspondence to: Zhibin Wang, Department of Critical Care Medicine, School of Anesthesiology, Naval Medical University, 168 Changhai Road, Shanghai 200433, China. E-mail: methyl@smmu.edu.cn. Zui Zou, School of Anesthesiology, Naval Medical University, 168 Changhai Road, Shanghai 200433, China. E-mail: zouzui1980@163.com.

Acknowledgement: This work was supported by the Anesthesiology Department Teaching Development Foundation of Naval Medical University under grant (2024MZQN02 and 2024MZQN03).

DOI:  https://doi.org/10.61189/680530ermmyu

Received June 12, 2025; Accepted July 29, 2025; Published September 30, 2025

Highlights

● A comprehensive disaster medicine assessment system is established based on the "cognitive-skill-attitude" triad, incorporating six evaluation components: pre-class preparation, pre-class tests, case discussions, skills assessment, post-class tests, and post-class feedback.

● The system features multiple simulated disaster scenarios and integrates high-fidelity mannequins to achieve a "teaching-training-assessment" integration, with 91% of students reporting that it enhanced their disaster response capabilities.

● An innovative multi-subject evaluation framework ("self-peer-teacher", 40% weighting) is introduced, shifting learners into active evaluator roles to foster teamwork and reflective practice.

Yunyang Wu¹, Yuanyuan Meng², Tingru Chen², Qinwufeng Gu², Ling Tang², Yanlong Yang¹

¹School of Traditional Chinese Medicine, Naval Medical University, Shanghai 200433, China. ²Department of Traditional Chinese Medicine, The First Affiliated Hospital of Naval Medical University, Shanghai 200433, China.

Address correspondence to: Yanlong Yang, School of Traditional Chinese Medicine, Naval Medical University, 800 Xiangyin Road, Shanghai 200433, China. E-mail: yangyanlong@smmu.edu.cn. Ling Tang, Department of Traditional Chinese medicine, The First Affiliated Hospital of Naval Medical University, 168 Changhai Road, Shanghai 200433, China. E-mail: tanglingyu@126.com.

DOI: https://doi.org/10.61189/728207gnvvpc

Received June 5, 2025; Accepted July 28, 2025; Published September 30, 2025

Highlights

● The integration of the BOPPPS comprehensive teaching approach with problem-based learning in Traditional Chinese Medicine surgery education is proposed.

● Using eczema as a case study, the focus is on implementing a student-centered, problem-oriented teaching model.

● Enhancing the faculty team and implementing a robust feedback mechanism can improve students' learning outcomes.

Linlin Chen^1*, Zhibin Wang^1*, Xiaojing Guo¹ , Zhanheng Chen¹ , Zixin Li¹ , Mi Li¹ , Weiheng Xu² , Zui Zou¹ , Shuo Yang¹

¹School of Anesthesiology, Naval Medical University, Shanghai 200433, China. ²School of Pharmacy, Naval Medical University, Shanghai 200433, China.

^*The authors contribute equally.

Address correspondence to: Shuo Yang, Department of Critical Care Medicine, School of Anesthesiology, Naval Medical University, 168 Changhai Road, Shanghai 200433, China. E-mail: charlotteyang@smmu.edu.cn; Zui Zou, School of Anesthesiology, Naval Medical University, 168 Changhai Road, Shanghai 200433, China. E-mail: zouzui1980@163.com.

Acknowledgement: This work was supported by the Anesthesiology Department Teaching Development Foundation of Naval Medical University (2024MZQN03) and the Teaching Research and Reform Project of Naval Medical University (JYG2024B24).

DOI: https://doi.org/10.61189/793750gpxnge

Received June 23, 2025; Accepted August 28, 2025; Published September 30, 2025

Highlights

● This study introduces an AI-empowered blended teaching model for disaster medicine, integrating generative AI, virtual simulations, and intelligent assessment systems to improve teaching efficiency and student engagement.

● The model employs a “dual-teacher collaboration” approach, combining AI-driven tools with human instructors to foster critical thinking and ethical awareness in disaster response training.

● A multidimensional evaluation system was developed, combining dynamic AI-based assessments, scenario- driven simulations, and long-term tracking to provide personalized feedback and support continuous learning.

● The course emphasizes interdisciplinary integration across engineering, information technology, and psychology, aiming to cultivate comprehensive disaster management competence and strengthen professional responsibility.

Department of Intensive Care Unit, The Affiliated Huai’an No.1 People’s Hospital of Nanjing Medical University, Huai’an 223300, Jiangsu Province, China.

Address correspondence to: Xiangcheng Zhang, Department of Intensive Care Unit, The Affiliated Huai’an No.1 People’s Hospital of Nanjing Medical University, No. 1 West Huanghe Road, Huai’an 223300, Jiangsu Province, China. Tel: +86-0517-84952302; E-mail: hayyzxc@njmu.edu.cn.

Acknowledgement: This work was supported by the 2024 College-level Educational Research Project of Jiangsu College of Nursing (grant No. GJY2024YB19) and the 2023 Youth Foundation for Educational Research from the Affiliated Huai’an No.1 People’s Hospital of Nanjing Medical University (grant No. hyyjy2023011).

DOI: https://doi.org/10.61189/148134gsilga

Received July 20, 2025; Accepted August 28, 2025; Published September 30, 2025

Highlights

● Innovative framework: This study evaluated a novel teaching model that integrates the sandwich methodology with microteaching for emergency skill training in a simulated ICU.

● Superior Learning Outcomes: Compared with the control group, the experimental group achieved significantly higher theoretical scores and markedly superior practical skill performance.

● Educational Implications: The proposed framework provides a promising strategy to optimize emergency skill acquisition and learner satisfaction, addressing critical gaps in acute care medical education.

Yijie Tao¹, Jiaojiao Feng¹, Geng Sun¹, Kaiwei Jia²

Departments of ¹Physiology for Anesthesiology, School of Anesthesiology, ²Tropical Diseases, Faculty of Naval Medicine, Naval Medical University, Shanghai 200433, China.

Address correspondence to: Kaiwei Jia, Department of Tropical Diseases, Faculty of Naval Medicine, Naval Medical University, 800 Xiangyin Road, Shanghai 200433, China. Tel: +86-15721570382; E-mail: kwjia1994@126.com.

DOI: https://doi.org/10.61189/141225jwthfp

Received July 20, 2025; Accepted August 28, 2025; Published October 31, 2025

Highlights

A comprehensive anesthesiologist competency model is established, including clinical skills, crisis management, communication, and research innovation.

The course design introduces an innovative “theory-virtual-practice” training approach, utilizing high-fidelity simulators and virtual reality to bridge the gap between knowledge and application.

The article emphasizes the integration of political education and humanitarian care into teaching, aiming to cultivate anesthesiologists who are both technically skilled and compassionate.

Fengyan Yang^1,*, An Jiang^2,*, Bing Xu¹ , Kai Wei³ , Zhengyu Jiang⁴ , Jian Yu⁵ , Tianying Xu¹ , Yuming Sun³ , Mi  Li¹

¹Department of Anesthesiology, Naval Medical University, Shanghai 200433, China. ²Teaching Evaluation Center, Naval Medical University, Shanghai, China. ³Department of Anesthesiology, The Third Affiliated Hospital of  Naval Medical University, Shanghai 200438, China. ⁴Department of Anesthesiology, Naval Medical Center, Naval  Medical University, Shanghai 200050, China. ⁵Department of Health Statistics, Naval Medical University, Shanghai 200433, China. 

^* The authors contribute equally.

Address correspondence to: Yuming Sun, Department of Anesthesiology, Eastern Hepatobiliary  Surgery Hospital, The Third Affiliated Hospital of Naval Medical University, No. 225, Changhai Road,  Yangpu District, Shanghai 200438, China. Email: sunyuming0223@163.com; Mi Li, School of Anesthesiology, Naval Medical University, 168 Changhai Rd, Shanghai 200433, China. E-mail: limi@smmu. edu.cn.

DOI: https://doi.org/10.61189/424546vxjkkz

Received September 9, 2024; Accepted January 7, 2025; Published April 1, 2025

Highlights 

● There is a shortage of anesthesiologists in China, and the occupation is not attractive enough. 

● The respondents were distributed in 30 provinces of China, and the overall satisfaction rate was 75.85±12.57. 

● Work stress and work hours influence on job satisfaction is not the lower the better. 

● Expanding the pathway and providing effective training for anesthesiologists will help to improve job satisfaction.

Zhenghuan Song^1,2*, Miao Zhou^1*, Tingting Bao¹, Zhu Yu¹, Yihu Zhou¹, Mengling Huwang³, Qinyu Bao², Tongyan Liu³, 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 Thoracic Surgery, Jiangsu Cancer Hospital, Jiangsu Institute of Cancer Research, the Affiliated Cancer Hospital of Nanjing Medical University, Jiangsu Key Laboratory of Molecular and Translational Cancer Research, Collabora tive Innovation Center for Cancer Personalized Medicine, Nanjing 210009, Jiangsu Province, China.

 ^*The authors contribute equally. 

Address correspondence to: Jing Tan, Department of Anesthesiology, Jiangsu Cancer Hospital & Jiang su Institute of Cancer Research & The Affiliated Cancer Hospital of Nanjing Medical University, No.42 Baiziting, Xuanwu District, Nanjing 210009, Jiangsu, China. Tel: +86-025-8328465, E-mail:tanjing@ njmu.edu.cn. Tongyan Liu, Department of Thoracic Surgery, Jiangsu Cancer Hospital, Jiangsu Institute of Cancer Research, the Affiliated Cancer Hospital of Nanjing Medical University, Jiangsu Key Labo ratory of Molecular and Translational Cancer Research, Collaborative Innovation Center for Cancer Personalized Medicine, Nanjing 210009, Jiangsu Province, China. E-mail:liutongyan@njmu.edu.cn

Acknowledgement: This work was supported by the The Educational Research Project of Nanjing Medical Univer sity (SLYB 2023-02). 

DOI: https://doi.org/10.61189/882381xoiqse 

Received October 28, 2024; Accepted February 17, 2025; Published April 1, 2025 

Highlights 

●Integrating ideological and political education into anesthesiology residency training enhances doctor-patient communication and humanistic care. 

● Residents in the combined training model demonstrated improved professional competence and clinical skills compared to those in the traditional training model. 

● Patient satisfaction was significantly higher in the observation group that received additional ideological and political education. 

● Mini-CEX and DOPS assessments can effectively measure the impact of the new teaching model on resident performance and patient interactions.

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.

Xiangbing Shui

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

Published April 1, 2025

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

Li Li^1,*, Hongxiang He^2,*, Pinjie Zhang^2,*, Yinqing Wo³ , Zhu Song² , Yili Yang² , Jiaqi Shen¹ , Haitao Ni¹ , Minjuan Wu^1,2, Junfeng Jiang^1,2

¹ Department of Histology and Embryology, College of Basic Medicine, Naval Medical University, Shanghai  200433, China. ² Department of Precision and Regenerative Medicine, School of Gongli Hospital Medical Technology, University of Shanghai for Science and Technology, Shanghai 200093, China. ³ Department of Anatomy,  College of Basic Medicine, Naval Medical University, Shanghai 200433, China. 

^* The authors contribute equally.

Address correspondence to: Junfeng Jiang, Department of Histology and Embryology, College of Basic  Medicine, Naval Medical University, Shanghai 200433, China. E-mail: 570538205@qq.com. Minjuan  Wu, Department of Histology and Embryology, College of Basic Medicine, Naval Medical University,  Shanghai 200433, China. E-mail: minjuanwu@163.com.

DOI: https://doi.org/10.61189/357732jvncxw  

Received September 9, 2024; Accepted February 6, 2025; Published April 1, 2025

Highlights

Integrating cutting-edge scientific advancements and new technologies into histology and embryology education  not only enriches traditional teaching methods but also aligns the curriculum with the needs of the modern era. It  broadens students’ perspectives, fosters greater interest in scientific research, and lays a solid foundation for cultivating interdisciplinary medical professionals in the new era.