Abstract Background Medical students face a heavy burden as they are tasked with acquiring a vast amount of medical knowledge within a limited time frame. Self-directed learning (SDL) has become crucial for efficient and ongoing learning among medical students. However, effective ways to foster SDL ability among Chinese medical students are lacking, and limited studies have identified factors that impact the SDL ability of medical students. This makes it challenging for educators to develop targeted strategies to improve students’ SDL ability. This study aims to assess SDL ability among Chinese medical students and examine the effects of career calling and teaching competencies on SDL ability, as well as the possible mechanisms linking them. Methods Data were collected from 3614 respondents (effective response rate = 60.11%) using cross-sectional online questionnaires and analyzed using IBM SPSS Statistics 22.0. The questionnaire comprised a Demographic Characteristics Questionnaire, Self-directed Learning Ability Scale (Cronbach’s alpha = 0.962), Teaching Competencies Scale, and Career Calling Scale. Results The average SDL ability score of Chinese medical students was 3.68 ± 0.56, indicating a moderate level of SDL ability. The six factors of the Self-directed Learning Ability Scale—self-reflection, ability to use learning methods, ability to set study plans, ability to set studying objectives, ability to adjust psychological state, and willpower in studying—accounted for 12.90%, 12.89%, 12.39%, 11.94%, 11.34%, and 8.67% of the variance, respectively. Furthermore, career calling was positively associated with SDL learning ability (β = 0.295, p < 0.001), and SDL learning ability was positively associated with teaching competencies (β = 0.191, p < 0.01). Simple slope analysis showed that when the level of teaching competencies was higher, the influence of career calling on SDL ability was stronger. Conclusions Chinese medical students’ SDL ability has room for improvement. Medical students could strengthen their willpower in studying by setting milestones goals with rewards, which could inspire their motivation for the next goals. Teachers should guide students to learn experience to improve students’ reflective ability. Educators play a crucial role in bridging the gap between career calling education and SDL ability enhancement, highlighting the significance of optimal teaching competencies. Colleges should focus on strengthening teachers’ sense of career calling and teaching competencies.

Purpose: This cross-sectional study aims to assess the level of academic burnout among Chinese medical students during the controlled COVID-19 pandemic and identify the potential demographic factors affecting academic burnout. It also explored the relationship between career calling, family functioning, resource support, and academic burnout, as well as investigated whether family functioning and resource support could moderate the relationship between career calling and academic burnout among Chinese medical students.Methods: The study was conducted in five Chinese cities in 2021. A total of 3614 valid questionnaires were collected to assess the relationship between academic burnout, career calling, family functioning, and resource support, and determine whether demographic factors contribute to academic burnout. Hierarchical multiple regression analysis was used to explore factors correlated with academic burnout and test the moderating effect of family functioning and resource support on the relationship between career calling and academic burnout.Results: The mean academic burnout score was 3.29 +/- 1.17. Sex, major, academic performance ranking, monthly living expenses, physical health, and sleep quality significantly affected academic burnout (p < 0.05). Academic burnout was negatively correlated with career calling, resource support, and family functioning. Family functioning and resource support moderated the relationship between career calling and academic burnout. Simple slope analysis revealed that high family functioning and resource support strengthened the impact of career calling on academic burnout.Conclusions: Most medical students in China experienced relatively high levels of academic burnout during the controlled COVID-19 pandemic. Furthermore, specific demographic factors contribute to academic burnout. Family functioning and resource support moderate the relationship between career calling and academic burnout. These findings emphasize the importance of implementing career-calling education, supplementing family functioning in the form of school support, and providing sufficient smart learning resources among medical students in the post-pandemic era.

Objective:Systematic and panoramic analysis of the functional experiment teaching research, showing the research direction, development context and prospect of functional experiment since the 21st century.Methods:We retrieved and screened literature on functional experiment in CNKI, WANFANG DATA and VIP databases, from January 1st, 2000 to December 31st, 2021, used VOSviewer and CiteSpace visualization tools to draw a knowledge graph.Results:A total of 1, 801 papers were included, with 27 papers published in 2000, 119 papers published in 2015, 44 papers published on average in 2000-2005, 101 papers published on average in 2006-2016, and 86 papers published on average in 2017-2021. The frequency of occurrence of keywords is: ″functional laboratory″ 108, ″design experiment″ 60, ″experiment teaching reform″ 57, ″comprehensive experiment″ 50, ″teaching mode″ 47, forming 5 clusters in total. The emerging words in 2021 are ″flipped classroom″, ″virtual experiment″ and ″application of teaching methods and technologies″, among which flipped classroom has the highest emerging intensity.Conclusions:The publication number is on the rise, and the development of functional experiment is divided into four stages: preliminary construction, comprehensive construction, stable development, and extended refinement. The research clustering directions are: ″laboratory construction″, ″experimental teaching reform″, ″development of teaching mode″, ″integration of experimental courses of three major disciplines″ and ″innovative ability″. The research hotspots are ″functional laboratory″, ″designed experiment″, ″experimental teaching reform″, ″comprehensive experiment″ and ″teaching mode″. The research frontier is the development of teaching mode, and the flipped classroom may become the next research hotspot.

Objectives The aim of this study was to explore the current situation of kinesiophobia in patients with coronary heart disease, classify it based on potential profile analysis and explore the relevant factors of kinesiophobia in different categories of patients with coronary heart disease. Design Cross-sectional study. Setting Patients with coronary heart disease in China. Participants Adult (aged >18 years) patients with coronary heart disease in China; 252 participants in this study answered the questionnaire. Primary and secondary outcome measures The study investigated the scores of Tampa Scale for Kinesiophobia Heart, and collected information on the patient’s age, gender, monthly household income, education level, place of residence, marital status, occupational status, hypertension, diabetes, heart failure and body mass index (BMI). Results Kinesiophobia in patients with coronary heart disease can be divided into low fear type (C1), intermediate fear type (C2) and high fear type (C3). Elderly patients were classified as type C3. Women and patients with a normal BMI were classified as type C1; patients with a normal BMI and patients with an overweight BMI were classified as type C2. Conclusion Kinesiophobia of patients with coronary heart disease can be divided into three categories, and intervention measures are implemented according to their different demographic characteristics to reduce kinesiophobia of patients and promote the participation of patients in exercise rehabilitation.

目的 汉化运动感知量表,并在心血管疾病患者中进行信效度检验.方法 获得原作者授权后进行翻译、回译及文化调适,形成中文版运动感知量表.采用便利抽样法,对499例心内科住院患者进行运动感知调查,检验量表的信效度.结果 中文版运动感知量表I-CVI为0.830～1.000,S-CVI为0.924.探索性因子分析提取出2个公因子,累积方差贡献率为65.005％;验证性因子分析x2/df=2.570,RMSEA=0.056,NFI=0.964,IFI=0.978,TLI=0.973,CFI=0.978.量表 Cronbach's a 系数、折半信度、重测信度分别为0.984、0.985、0.932.结论 中文版运动感知量表具有良好的信效度,可作为心血管疾病患者运动感知的评估工具.

慢性心力衰竭是威胁全球人类健康的主要疾病,患病率持续上升,而自我管理是患者控制心力衰竭进展及维持健康的重要方法,照顾者在自我管理中亦发挥着重要作用.文章从心衰患者-照顾者二元自我管理的影响因素、评价工具、干预措施三方面进行综述,旨在为我国从二元视角开展心力衰竭自我管理研究提供参考.

目的 了解男护士的体面劳动感与工作嵌入现状并分析其相关性.方法 便利选取郑州市5所三级甲等综合医院215名男护士为研究对象,采用一般资料调查表、体面劳动感量表及护士工作嵌入量表进行调查.结果 男护士体面劳动感总分为(49.03±8.84)分,工作嵌入总分为(67.86±12.53)分,两者呈正相关(r=0.691,P＜0.05).分层回归分析显示,控制一般资料的影响后,体面劳动感可解释21.8％工作嵌入的变异.结论 男护士体面劳动感与工作嵌入均有待提高,两者呈正相关.应注重提高男护士体面劳动感水平,增加其工作嵌入程度,促进男护士在护理行业的发展.

Purpose: The COVID-19 pandemic sets specific circumstances that may accelerate academic procrastination behavior of medical students. Career calling is a protective factor that fights against academic procrastination and may further improve medical students' mental health and academic achievement. This study aims to determine the status of Chinese medical students' academic procrastina-tion during controlled COVID-19 pandemic. Moreover, the study investigates the relationships and mechanisms among career calling, peer pressure, a positive learning environment, and academic procrastination. Patients and Methods: Data were collected from several Chinese medical universities through an anonymous cross-sectional survey of 3614 respondents (effective response rate = 60.0%). Using online questionnaires to collect the data and IBM SPSS Statistics 22.0 for statistical analysis. Results: The average score of academic procrastination of Chinese medical students was 2.62 +/- 0.86. This study proved the usage of peer pressure and positive learning environment as moderating roles of relationship between career calling and academic procrastina-tion. Career calling was negatively correlated with academic procrastination (r = -0.232, p < 0.01), while it was positively correlated with peer pressure (r = 0.390, p < 0.01) and a positive learning environment (r = 0.339, p < 0.01). Moreover, academic procrastination was negatively correlated with peer pressure (r = -0.279, p < 0.01) and a positive learning environment (r = -0.242, p < 0.01). Peer pressure was positively correlated with a positive learning environment (r = 0.637, p < 0.01). Conclusion: The findings emphasize the importance of constructive peer pressure and a positive learning environment that discourages academic procrastination. Educators should highlight medical career calling education by offering related courses to fight against academic procrastination.