Introduction: This study investigates how parental styles, basic empathy, and family violence influence adolescents’ bystander behaviors in school bullying.Methods: A survey was conducted with 1,067 students from three middle schools in southern China. Multifactor logistic regression and a moderated mediation model were employed to analyze the relationships between positive and negative parental styles, basic empathy, and bystander behaviors.Results: The study found significant correlations and predictive relationships: Positive parental styles were strongly associated with increased basic empathy (r = 0.29, p < 0.01) and behaviors that protect victims (r = 0.29, p < 0.01). In contrast, negative parental styles correlated positively with behaviors that support bullying (r = 0.12, p < 0.01) and instances of family violence (r = 0.62, p < 0.01). Basic empathy negatively predicted behaviors that promote bullying (β = -0.098, p < 0.01) and positively predicted protective behaviors toward victims (β = 0.249, p < 0.001). Furthermore, family violence weakened the positive effects of positive parental styles on both empathy (β = -0.075, p < 0.001) and protective behaviors (β = -0.025, p < 0.01).Conclusion: The findings indicate that positive parental styles indirectly promote adolescents’ victim protector behaviors by enhancing their basic empathy, underscoring the importance of emotional cultivation. Meanwhile, family violence weakens the positive impact of these parental styles on basic empathy and protective behaviors, harming adolescents’ emotional security and behavioral norms.

Circadian rhythmicity is a defining feature of mammalian metabolism that synchronizes metabolic processes to day-night light cycles. Here, we show that the intestinal microbiota programs diurnal metabolic rhythms in the mouse small intestine through histone deacetylase 3 (HDAC3). The microbiota induced expression of intestinal epithelial HDAC3, which was recruited rhythmically to chromatin and produced synchronized diurnal oscillations in histone acetylation, metabolic gene expression, and nutrient uptake. HDAC3 also functioned non-canonically to coactivate estrogen related receptor α (ERRα), inducing microbiota-dependent rhythmic transcription of the lipid transporter gene Cd36 and promoting lipid absorption and diet-and jet lag-induced obesity. Our findings reveal that HDAC3 integrates microbial and circadian cues to regulate diurnal metabolic rhythms, and pinpoint a key mechanism by which the microbiota controls host metabolism. One sentence summary: The intestinal microbiota induces daily metabolic rhythms and controls lipid uptake through the enzyme histone deacetylase 3.

This study investigates OSCE performance among Chinese undergraduate medical students to identify differences and analyze the interconnections among OSCE modules. Employing network analysis, we map the relationships between modules to determine their predictive strength and centrality to overall clinical competence, offering a novel perspective on skill integration and curriculum design. Analyzing data from 3,710 students across three medical specialities (clinical medicine, anesthesiology, medical imaging) from a leading medical institution in Guangzhou, China (Grade 2011–2016), and the independent samples t-tests, analysis of variance (ANOVA), Pearson’s correlation, and network analysis were employed to dissect performance trends, compare demographic group differences, and unearth the correlations among the examination modules. Significant differences were identified between genders, with female students consistently outperforming male students across modules and overall scores except for auxiliary examination analysis. Besides, specialities differed significantly in physical examination, basic operational skills, auxiliary examination analysis, and case analysis. Network analysis revealed that the nodes “Pediatric Skills” and “Nursing Skill” exhibit the strongest linkage, closely followed by “Cardiac Auscultation” and “Pulmonary Auscultation”. “General Physical Examination” is the most influential, with “Pediatric Skills” and “Gynecological Obstetrical Skills” also prominent. From the perspective of medical education reform, reinforcing core skills like “General Physical Examination” and integrating modules to enhance skill synergy is pivotal. Implementing targeted educational interventions, including advanced training and clinical practice courses, will not only address performance disparities but also bolster students’ clinical acumen and communication skills, laying a robust foundation for superior patient care. The network analysis approach reveals how module performances interrelate, highlighting central modules whose improvement can boost related competencies. It complements traditional statistics, visualizing these relationships to inform OSCE reforms and enrich medical education.