Background: Burnout and depression have overlapping symptoms, but the extent of overlap remains unclear, and the complex relationship between burnout and depression in pharmacists is rarely explored.Methods: We investigated burnout and depression in 1,322 frontline pharmacists, and explored the complex relationship between burnout and depression in those pharmacists using network analysis.Results: Network analysis showed that there were 5 communities. A partial overlap was found between burnout and depressive symptoms in pharmacists. The nodes MBI-6 (I have become more callous toward work since I took this job), D18 (My life is meaningless), and D10 (I get tired for no reason) had the highest expected influence value. D1 (I feel down-hearted and blue) and D14 (I have no hope for the future) were bridge symptoms connected with emotional exhaustion and reduced professional efficacy, respectively.Conclusion: A partial overlap exists between burnout and depressive symptoms in pharmacists, mainly in the connection between the emotional exhaustion and reduced professional efficacy and the depressive symptoms. Potential core targets identified in this study may inform future prevention and intervention.

Background: Positive psychology is a vibrant field of study, and conceptualizations of the components of well-being have received a great deal of attention from researchers. The study of well-being literacy thus provides an innovative perspective for enhancing and sustaining individuals’ experiences of well-being.Objective: This study aimed to examine the psychometric properties of the wellbeing literacy 6-item (Well-Lit 6) scale in Chinese military academy cadets.Methods: A total of 3,218 undergraduate students from five military academies in China were recruited to complete questionnaires online.Results: (1) The items of the scale showed high discrimination; (2) The alpha coefficient of the scale was 0.986 and the split-half reliability was 0.981, indicating high homogeneous reliability and split-half reliability; (3) The scale model fitted well and displayed structural validity; (4) The correlation between well-being literacy and related indicators was significant, and the calibration correlation and convergent-discriminant validity of the scale were high; (5) After gradually adding demographic variables, known predictors factors and well-being literacy, the ∆R² for subjective well-being, life satisfaction, depression, and anxiety ranged from 0.036 to 0.067, 0.184 to 0.340, and 0.009 to 0.017, respectively, showing high incremental validity; (6) the total well-being literacy scores differed significantly by gender, grade, and parenting style.Conclusion: The Chinese version of the Well-Lit 6 is reliable and valid in predicting and accessing the subjective well-being, life satisfaction, emotion regulation, and psychological resilience of Chinese military academy cadets.

Psychotherapy is a central part of the undergraduate clinical psychology curriculum, with a high degree of clinical practice, which is the most prominent issue lacking in traditional teaching. Case-based learning (CBL) is an instructional approach in which instructors select representative cases that align with learning objectives and use them to organize activities that may not only impart theoretical knowledge but also practical skills to undergraduates in clinical psychology. The objective of the present study was to explore the impact of CBL teaching on clinical psychology undergraduate learning outcomes. This quasi-experimental post-test study compared 13 traditional teaching students (2024 cohort) and 8 CBL students (2025 cohort). Over one term, the CBL group undertook student-centered, case-based learning under faculty guidance, while the traditional group received teacher-led, lecture-based instruction. Variables measured included teaching evaluation (Dimensions of Teaching Evaluation, Perceived Skill Improvement, Course Teaching Satisfaction) and quiz scores (formative/final tests, case item 1/2 scores). The CBL group showed significantly higher scores in selected satisfaction items, perceived skill improvement, and case item scores (all p < 0.005). CBL teaching was associated with higher learning outcomes and student satisfaction compared to traditional lectures. Findings highlight the value of active methodologies in higher education, while underscoring the need for long-term, broader studies.

Background This study aimed to examine the psychometric properties of the wellbeing literacy 6-item (Well-Lit 6) scale in Chinese military academy cadets. Methods A total of 3218 undergraduate students from five military academies in China were recruited to complete questionnaires online. The data set was analyzed through item analysis to examine the homogeneous reliability and split-half reliability of the Chinese version of Well-Lit 6 scale. Structural validity was tested through exploratory factor analysis and confirmatory factor analysis. Correlation analysis was then conducted to verify the correlational validity and convergent-discriminant validity of the calibration scale, and regression analysis to examine the incremental validity. Independent sample t-test and one-way ANOVA were also conducted to explore the characteristics of wellbeing literacy among Chinese military academy cadets. Results (1) The items of the scale showed high discrimination; (2) The alpha coefficient of the scale was 0.986 and the split-half reliability was 0.981, indicating high homogeneous reliability and split-half reliability; (3) The scale model fitted well and displayed structural validity; (4) The correlation between well-being literacy and related indicators was significant (P < 0.001), and the calibration correlation and convergent-discriminant validity of the scale were high; (5) After gradually adding demographic variables, known predictors factors and well-being literacy, the ∆R² for subjective well-being, life satisfaction, depression, and anxiety ranged from 0.036 to 0.067, 0.184 to 0.340, and 0.009 to 0.017, respectively (all P < 0.001), showing high incremental validity; (6) the total well-being literacy scores differed significantly by gender (P < 0.05), grade (P < 0.001), and parenting style (P < 0.001) . Conclusion The Chinese version of the Well-Lit 6 is reliable and valid in predicting and accessing the subjective well-being, life satisfaction, emotion regulation and psychological resilience of Chinese military academy cadets.