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.

Wenhui Guo¹, Bing Xu¹, Jiaojiao Feng¹, Zui Zou^1,*, Miao Zhou^2,*

¹School of Anesthesiology, Second Military Medical University/Naval Medical University, Shanghai 200433, China. ²Department of Anesthesiology, The Affiliated Cancer Hospital of Nanjing Medical University, Jiangsu Cancer Hospital, Jiangsu Institute of Cancer Research, Nanjing Medical University, Nanjing 210009, Jiangsu, China.

 ^*The authors contribute equally. 

Address correspondence to: Zui Zou, School of Anesthesiology, Second Military Medical University/Naval Medical University, 800 Xiangyin Road, Shanghai 200433, China. Tel: +86 21 81872031. E-mail:  zouzui1980@163.com. Miao Zhou, Department of Anesthesiology, The Affiliated Cancer Hospital of Nanjing Medical University, Jiangsu Cancer Hospital, Jiangsu Institute of Cancer Research, Nanjing Medical University, Nanjing 210009, Jiangsu, China. Tel: +86 18217567295. E-mail: zhoumiao@jszlyy.com.cn.

DOI: https://doi.org/10.61189/141463mjzwgj

Received August 11, 2025; Accepted September 23, 2025; Published December 31, 2025

Highlights

● This review introduces the core concepts of artificial intelligence (Generative AI) and summarizes the most remarkable Generative AI models applied in medical education. 

● This survey systematically presents the main clinical applications of generative AI medical education. 

● The challenges and solutions of introducing Generative AI into medical education are discussed to explore future directions for its development and implementation.

Xiangbing Shui

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

Published April 1, 2025

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

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.

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.

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.

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.

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.