Precision medicine is a medical paradigm founded on individual genetic information amalgamated with extensive clinical data to offer patients precise diagnoses and treatments. Genetic testing forms the cornerstone of accurate diagnosis, and skilled professionals in fields like clinical medicine, molecular biology, and bioinformatics play a crucial role in realizing the potential of precision medicine. This paper presents reference suggestions for the continuing education approach for relevant technical personnel. The main emphasis is on conducting routine face-to-face and hands-on training to enhance theoretical knowledge and professional skills. Secondly, there is a need to modify the training approach by reinforcing molecular biology, bioinformatics, and other courses, enhancing assessment methods, gradually implementing specialized training in precision medicine subspecialties, and ensuring effective clinical practice and management of precision medicine.
ObjectiveTo analyze the 2023 learning society construction project in order to provide references for researchers in this field. MethodsExcel 2021 software was used to summarize and comb the list of key tasks for the construction of a learning society in 2023 (field of higher continuing education) published on the official website of the Chinese Ministry of Education, and to visually analyze the research topics of key tasks in the medical field and the distribution of applicants. ResultsThe analysis found that a total of 250 projects were shortlisted in the cultivation and construction list, including 100 teaching reform and innovation tasks of continuing education for academic degrees, 100 reform and innovation tasks of non-academic education, and 50 tasks to explore the path of coordinated innovation of the three education. The project involved digital transformation, education and teaching reform, ideological and political education, etc. There were 17 medical projects, accounting for 6.8% of the total number of key tasks. The 17 medical key task declaration units were distributed in 12 provinces (regions), which were mainly concentrated in East China, and the construction of "non-double first-class" universities as the main force; The results mainly focused on personnel training and education and teaching reform. ConclusionThe analysis results of the key task list of 2023 learning society construction (field of higher continuing education) provide important references and enlightenment for the researchers in the field of education, and provide guidance and references for the future development of higher continuing education.
Objective To investigate the current status and needs of continuing education for research laboratory technicians, and to provide practical evidence for optimizing talent cultivation in research institutions. Methods In June 2025, a self-designed questionnaire “Current Status and Needs of Continuing Education for Research Laboratory Technicians” was distributed online to laboratory technicians across hospitals and universities in China using convenience and snowball sampling. Results A total of 36 valid responses were collected and analyzed descriptively. Most respondents were female, had 1-6 years of work experience, worked in hospital-based research platforms, and held intermediate technical titles. Half (50.0%) had participated in continuing education fewer than five times in the past year, and 80.6% of training was employer-organized. The most lacking training content was cutting-edge experimental techniques (69.4%) and bioinformatics/data analysis skills (63.9%), while the main barrier was work schedule conflicts (69.4%). Key training needs included bioinformatics/data analysis, cutting-edge techniques, core experimental skills, and interdisciplinary competencies. Moreover, 66.7% preferred a blended online-offline training model, and 88.9% agreed that linking continuing education to performance evaluation or promotion would be beneficial. Based on these findings, this study proposed a competency-oriented continuing education model, establishing a competency matrix across three levels—Basic Operation, Technical Application, and Innovation-Driven Decision-Making—to promote practice-oriented learning and incentive reform. Conclusions Talent development in research laboratory platforms urgently needs to prioritize competency enhancement supported by resource integration. This study provides practical guidance and an institutional reference for building a high-level technical research workforce.
Objective To investigate the improvement of professional and research abilities of medical imaging technology trainees after completing their training, and to provide reference for a clinical and research-oriented training model. Methods Medical imaging technology trainees who pursuedfurther training in the Department of Radiology at West China Hospital of Sichuan University between March 2020 and February 2024 were enrolled. Data were collected through targeted questionnaires, covering personal information, training process, and post-training outcomes upon returning to their home institutions. Results A total of 150 questionnaires were distributed, and 128 were returned. The survey results showed that trainees who successfully implemented new technologies were more likely to have held administrative positions prior to training compared to those who did not (34.7% vs. 15.1%; P=0.023). Trainees who trained for 6 months were more likely to participate in publications compared to those who trained for 3 months [odds ratio=4.77, 95% confidence interval (1.27, 17.96), P=0.021]. Conclusion The clinical and research training system enables imaging technologists to better implement new technologies and improve research abilities upon returning to their home institutions.
