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This viewpoint article first explores the ethical challenges associated with the future application of large language models (LLMs) in the context of medical education. These challenges include not only ethical concerns related to the development of LLMs, such as artificial intelligence (AI) hallucinations, information bias, privacy and data risks, and deficiencies in terms of transparency and interpretability but also issues concerning the application of LLMs, including deficiencies in emotional intelligence, educational inequities, problems with academic integrity, and questions of responsibility and copyright ownership. This paper then analyzes existing AI-related legal and ethical frameworks and highlights their limitations with regard to the application of LLMs in the context of medical education. To ensure that LLMs are integrated in a responsible and safe manner, the authors recommend the development of a unified ethical framework that is specifically tailored for LLMs in this field. This framework should be based on 8 fundamental principles: quality control and supervision mechanisms; privacy and data protection; transparency and interpretability; fairness and equal treatment; academic integrity and moral norms; accountability and traceability; protection and respect for intellectual property; and the promotion of educational research and innovation. The authors further discuss specific measures that can be taken to implement these principles, thereby laying a solid foundation for the development of a comprehensive and actionable ethical framework. Such a unified ethical framework based on these 8 fundamental principles can provide clear guidance and support for the application of LLMs in the context of medical education. This approach can help establish a balance between technological advancement and ethical safeguards, thereby ensuring that medical education can progress without compromising the principles of fairness, justice, or patient safety and establishing a more equitable, safer, and more efficient environment for medical education.

AbstractThis viewpoint article explores the transformative role of large language models (LLMs) in the field of medical education, highlighting their potential to enhance teaching quality, promote personalized learning paths, strengthen clinical skills training, optimize teaching assessment processes, boost the efficiency of medical research, and support continuing medical education. However, the use of LLMs entails certain challenges, such as questions regarding the accuracy of information, the risk of overreliance on technology, a lack of emotional recognition capabilities, and concerns related to ethics, privacy, and data security. This article emphasizes that to maximize the potential of LLMs and overcome these challenges, educators must exhibit leadership in medical education, adjust their teaching strategies flexibly, cultivate students’ critical thinking, and emphasize the importance of practical experience, thus ensuring that students can use LLMs correctly and effectively. By adopting such a comprehensive and balanced approach, educators can train health care professionals who are proficient in the use of advanced technologies and who exhibit solid professional ethics and practical skills, thus laying a strong foundation for these professionals to overcome future challenges in the health care sector.

Abstract The morbidity and mortality rates associated with vascular disease (VD) have been gradually increasing. Currently, the most common treatment for VD is surgery, with the progress in drug therapy remaining slow. Cannabidiol (CBD) is a natural extract of Cannabis sativa L. with sedative, analgesic, and nonaddictive properties. CBD binds to 56 cardiovascular-related receptors and exerts extensive regulatory effects on the cardiovascular system, making it a potential pharmacological agent for the management of VD. However, most CBD studies have focused on neurological and cardiac diseases, and research on the management of VD with CBD is still rare. In this review, we summarize the currently available data on CBD in the management of VD, addressing four aspects: the major molecular targets of CBD in VD management, pharmacokinetic properties, therapeutic effects of CBD on common VDs, and side effects. The findings indicate that CBD has anti-anxiety, anti-oxidation, and anti-inflammatory properties and can inhibit abnormal proliferation and apoptosis of vascular smooth muscle and endothelial cells; these effects suggest CBD as a therapeutic agent for atherosclerosis, stress-induced hypertension, diabetes-related vasculopathy, ischemia-reperfusion injury, and vascular damage caused by smoking and alcohol abuse. This study provides a theoretical basis for further research on CBD in the management of VD.

Integrated writing has gained importance in both tertiary and secondary learning contexts. However, assessment tasks at secondary schools have received little attention. To obtain evidence of skill integration, a task-defining feature for integrated writing, we developed a comprehensive questionnaire study of an understudied task used in the secondary EFL context, namely, the story continuation writing task. An exploratory factor analysis of 258 secondary students' responses to a self-generated questionnaire and a confirmatory factor analysis of another 470 responses to a revised questionnaire revealed a correlated structure of planning, writing, grammar, and a secondary-order factor reading-to-connect comprising "reading and selecting" and "transformation". The structure model showed that writing affected test performance directly and positively, and grammar and reading-to-connect mediated the impact of planning on writing. The findings indicate that the story continuation writing task is a content-responsible task tapping heavily into writing. The skill integration continuum is proven to be a useful framework for understanding the integrated writing construct.

Concept-based language instruction (C-BLI) is a pedagogy guided by sociocultural theory, which has been shown to be effective in facilitating second language learning. Typical activities include materialization by using a schema for a complete orienting basis of an action (SCOBA) and languaging, through which learners' internalization of scientific knowledge can be observed. However, previous studies have mainly used languaging as an assessment tool to examine the outcome of the internalization of concepts. Few studies have integrated SCOBAs (visual) and languaging (oral or written) in their investigation of the internalization process. This 5-week study involved 53 Chinese English-as-a-foreign-language learners in a university who were all taught with the C-BLI approach to learn English modal verbs. Among them, there were 26 lower proficiency students and 27 higher proficiency students. Visual, oral, and written data were collected to examine the participants' internalization of the modal verb concepts. All 53 learners participated in SCOBA drawing and written-languaging tasks. Twelve students (6 per group) volunteered to participate in oral languaging. The results showed that in the SCOBA drawing activity, higher level learners produced more abstract, systematic, and imitated visualizations of the concepts, while lower level learners produced more concrete, disconnected, and emulated visualizations. With regard to oral languaging, both groups largely abandoned their previously learned "rule of thumb" after the C-BLI intervention, and there were no obvious differences in oral-languaging performance between the two groups, except that the higher group produced more languaging units. Finally, we also found that the changes between pre- and post-written-languaging tasks for lower level students were more obvious, especially in the appropriation of SCOBAs in written languaging.

Abstract Carboxylic ester hydrolases with the capacity to degrade polyesters are currently highly sought after for their potential use in the biological degradation of PET and other chemically synthesized polymers. Here, we describe MarCE, a carboxylesterase family protein identified via genome mining of a Maribacter sp. isolate from the marine sponge Stelligera stuposa. Based on phylogenetic analysis, MarCE and its closest relatives belong to marine‐associated genera from the Cytophaga–Flavobacterium–Bacteroides taxonomic group and appear evolutionarily distinct to any homologous carboxylesterases that have been studied to date in terms of structure or function. Molecular docking revealed putative binding of BHET, a short‐chain PET derivative, onto the predicted MarCE three‐dimensional structure. The synthetic ester‐degrading activity of MarCE was subsequently confirmed by MarCE‐mediated hydrolysis of 2 mM BHET substrate, indicated by the release of its breakdown products MHET and TPA, which were measured, respectively, as 1.28 and 0.12 mM following 2‐h incubation at 30°C. The findings of this study provide further insight into marine carboxylic ester hydrolases, which have the potential to display unique functional plasticity resulting from their adaptation to complex and fluctuating marine environmentsw.