Volume 1, Issue 1

Medical education serves as the foundation of healthcare systems worldwide, shaping the knowledge, skills, and professional values of future healthcare providers. It is through education that we equip the next generation of doctors, nurses, and allied health professionals to navigate the complexities of patient care, scientific discovery, and public health. In an era marked by rapid advancements in medical science and technology, the need for innovative, evidence-based, and effective educational strategies has never been more pressing. Against this backdrop, we are launching Progress in Medical Education (PME), a new open-access, peer-reviewed journal dedicated to the timely publication of articles on health professions education.

Objectives: To assess job satisfaction among anesthesia graduates working in various medical institutions across China. Methods: A cross-sectional survey was conducted, collecting demographic information, Minnesota Satisfaction Questionnaire scores, work pressure, and turnover intentions. Multiple linear regression analysis was  used to examine factors influencing job satisfaction. The electronic survey was distributed to Chinese anesthesia  graduates from December 2021 to January 2022. Results: A total of 595 questionnaires were distributed, with  318 valid responses, resulting in a response rate of 53.4%. The participants’ overall job satisfaction score on the  Minnesota Satisfaction Questionnaire was 75.85±12.57. Multiple linear regression analysis identified the following variables as significantly associated with job satisfaction: age, daily working hours, income, current position,  and work pressure. Conclusions: Anesthesia graduates in China reported slightly higher-than-average overall job  satisfaction. However, several issues remain. Attention should be given to the impact of factors such as youth, long  working hours, low income, current position, and high work pressure on job satisfaction. The government should  support anesthesiologists with improved training, job security, and benefits to enhance job satisfaction.

Objective: To evaluate the effectiveness of incorporating ideological and political education into anesthesiology residency training, using the Mini Clinical Evaluation Exercise combined with Direct Observation of Procedural Skills. Methods: Sixty resident physicians undergoing standardized training in the Anesthesiology Department of Jiangsu Cancer Hospital from December 2023 to June 2024 were randomly assigned to a control group and an observation group, with 30 residents in each. The control group received traditional clinical skill training, while the observation group received additional ideological and political education on the basis of control group. Both groups were evaluated using Mini Clinical Evaluation Exercise and Direct Observation of Procedural Skills. Patient satisfaction with the residents was rated anonymously, and student feedback on the training model was collected via a questionnaire. Results: The residents in the observation group demonstrated superior performance in doc tor-patient communication, humanistic care, and professional competence compared to the control group (P<0.05). Patient satisfaction scores were also higher in the observation group (P<0.05). Conclusion: Integrating ideological and political education into standardized anesthesiology residency training can significantly enhance residents’ communication skills, humanistic care, and professional competence, leading to higher patient satisfaction.

Objective: To assess the effectiveness of a visual double-lumen bronchial catheter in teaching lung isolation skills to anesthesia resident trainees. Methods: Between September 2023 and September 2024, 20 anesthesiology residents from Jiangsu Cancer Hospital were randomly divided into two groups: the visual double-lumen group (n=10) and the conventional double-lumen group (n=10). Randomization was achieved using a random number table. The study assessed several outcomes, including total intubation time, positioning time, one-time intubation success rate, intraoperative catheter displacement rate, surgeon satisfaction scores, and the incidence of postoperative complications (pharyngeal pain, hoarseness, and dry cough) within 24 hours. Results: The visual double-lumen group demonstrated superior results compared to the conventional double-lumen group in the following measures: total intubation time (70.2±11.8 s vs 224.9±35.6 s), positioning time (30.1±5.7s vs 176.6±26.4 s), one-time intubation success rate (85% vs 45%), intraoperative catheter displacement rate (10% vs 40%), surgeon’s intubation satisfaction score (8.10±1.07 vs 6.90±1.41), satisfaction score for pulmonary isolation (8.35±1.04 vs 6.55±1.36), and airway management satisfaction score (8.40±1.3 vs 6.70±1.34). Additionally, the incidence of postoperative pharyngeal pain (15% vs 45%), hoarseness (10% vs 40%), and dry cough (5% vs 35%) was significantly lower in the visual double-lumen group (all P<0.05). Conclusion: The visual double-lumen bronchial catheter significantly enhances the training of anesthesia residents in lung isolation by reducing intubation and positioning times, improving intubation success rate, increasing surgeon satisfaction, and reducing intubation-related complications. This method offers a more effective teaching approach compared to conventional techniques.

To bridge the gap between curriculum content and clinical needs, as well as address the insufficient quality of online educational resources in current postgraduate anesthesiology education, this study proposes a “library-style” network resource platform for anesthesia graduate students, grounded in the competency-based medical education framework. The platform’s primary focus is “classical knowledge module”, which covers six core domains in anesthesiology, such as clinical anesthesia management, anesthesia technical operation, and anesthesia pharmacology. The platform also integrates ‘Internet+’ technology, creating a multifunctional network resource to support comprehensive learning. The platform is characterized by modularized knowledge, diversified resources, dynamic updates, and universal accessibility, enabling postgraduate students to engage in independent and lifelong learning. This flexibility fosters the innovation of hybrid teaching models, combining both online and offline components. The study aims to strengthen the competency-oriented anesthesia training system, providing robust support for both clinical practice and academic research.

Basic medical education is the cornerstone of healthcare development, directly impacting the well-being of a nation’s population. The advancement of modern medicine has raised increasing demands on the research capabilities of medical students. Therefore, it is crucial to foster their research interests and cultivate their research skills early in their education. As core components of basic medical science and introductory courses to immerse medical students in the intricate microscopic world of the human body, histology and embryology are indispensable in medical education, igniting their curiosity. Incorporating cutting-edge research into education courses can effectively stimulate medical students’ research interests. This article primarily focuses on histology and embryology to explore how the latest scientific advancements and emerging technologies can be incorporated into basic medical curricula, offering insights and suggestions for future developments in medical education.

Anesthetic pharmacology, a specialized branch of pharmacology, differs significantly from the foundational phar macology taught in undergraduate medical programs. A key challenge lies in effectively distinguishing and inte grating these two courses to enhance students' theoretical understanding and foster their clinical anesthesia skills. This paper explores strategies for optimizing lesson preparation and delivery in anesthetic pharmacology, focusing on course positioning, student knowledge assessment, clinical integration, objective setting, content development, instructional design, innovative teaching tools, and classroom management. The ultimate aim is to enhance teaching effectiveness and train anesthesiology professionals with robust theoretical knowledge and practical competence.

Ethical approval is the first essential step for medical master's students to officially initiate research. This article discusses the ethical issues encountered in various types of research projects conducted by professional master's students, the preparation of ethical application materials, conflicts between the timing of ethical applications and the clinical training rotation schedules, and the continuity of ethical applications among students within the same cohort and across different cohorts.

Employment is the cornerstone of people's livelihood and a vital component of talent cultivation in higher educa-tion institutions. In the pursuit of the "Healthy China 2030" initiative, medical colleges and universities are com-mitted to ensuring high-quality and comprehensive employment for their students by strengthening Party-building efforts. This approach aims to enhance students' employability, secure favorable employment rates, and align their career development with societal needs. This article explores the significance of Party-building in guiding college students towards proactive employment. It provides a comprehensive analysis of the current employment landscape in medical colleges and universities, identifying key challenges and opportunities. In response to these challenges, the article offers targeted recommendations on how Party-building initiatives within these institutions can foster high-quality and full employment for medical students. By integrating ideological guidance, skill en-hancement, and strategic training reforms, the proposed measures aim to support medical graduates in making informed career choices and securing suitable employment, thereby contributing to the advancement of health-care and societal well-being.