Introduction: Lung adenocarcinoma (LUAD) is the leading cause of cancer-related mortality worldwide, but its therapeutic efficacy remains suboptimal. This study explores the functional role and underlying mechanism of BUB1 in LUAD. Methods: In vitro , BUB1 knockdown (si-BUB1) in A549/H1299 cells was performed, and effects were assessed. The ferroptosis inhibitor Fer-1 was used. Mechanistically, the role of the STAT3/GPX4 axis was investigated through overexpression experiments. In vivo , xenograft models were used. Results: Bioinformatics analysis highlighted a significant upregulation of BUB1 in LUAD tissues, with elevated expression levels correlated with reduced disease-free survival (DFS) and overall survival (OS). BUB1 knockdown markedly suppressed cell proliferation, migration, and invasion, while concurrently inducing ferroptosis. This was evidenced by typical mitochondrial morphological changes (shrinkage, increased membrane density, reduced cristae), altered ferroptosis-related markers (decreased FTH1/SLC7A11, increased COX2), elevated Fe² ⁺ /MDA levels and reduced GSH activity, which could be reversed by Fer-1. BUB1 silencing suppressed the expression and phosphorylation of STAT3, thereby downregulating the transcription of GPX4. Overexpression of STAT3 and GPX4 partially reversed the inhibitory effects of BUB1 knockdown on LUAD cell malignancy and abrogated the ferroptosis induced by BUB1 silencing. In vivo , xenograft models further validated that BUB1 silencing significantly reduces tumor volume, accompanied by modulation of ferroptosis-related genes in tumor tissues. Discussion: Collectively, our findings identify BUB1 as a novel prognostic biomarker and therapeutic target for LUAD, revealing a new regulatory mechanism by which BUB1 promotes LUAD progression through the activation of the STAT3/GPX4 axis to suppress ferroptosis.

Objective: Effective health communication is a cornerstone of public health promotion. This study aimed to develop and evaluate a pedagogical model to equip future physicians with essential skills in audience-tailored science communication, thereby contributing to the public health workforce. Methods: The study involved 79 undergraduate students enrolled in the elective science communication course. The newly proposed A-SPIRE model (Anchoring, Searching, Processing, Integrating, Realizing, Evaluating) was applied in a teaching unit on “Precision Science Communication.” A pre-post design was used, with data collected via questionnaires, knowledge tests, and analysis of student-created communication works. Results: Students’ understanding of precision science communication concepts and recognition of its importance significantly improved post-course ( P < 0.05). The overall distribution of knowledge test scores shifted upward ( P < 0.05). The student-created works effectively addressed the needs and characteristics of different target populations, demonstrating strong relevance, targeting, and effectiveness. The student-created works demonstrated a strong ability to address the specific needs and characteristics of different target populations (adolescents, young/middle-aged adults, older adults). 92.6% of students were satisfied with the model, and 96.3% reported improved communication abilities. Conclusion: The A-SPIRE model effectively enhances medical students’ competency in precision health communication. It represents a feasible and scalable educational strategy to bridge medical training and public health needs by cultivating a future workforce capable of designing and delivering effective, audience-specific health promotion interventions.

Background: Oncology education often focuses on disease burden and mortality, which may reduce students’ learning interest and reinforce negative perceptions of cancer. Although positive psychology has shown educational benefits in promoting motivation, resilience, and professional development, its integration into oncology education remains insufficiently explored. Objective: To evaluate the effectiveness of a positive psychology–integrated oncology teaching model (4C-HOPE) in undergraduate medical education. Methods: Sixty-eight undergraduate medical students at Sun Yat-sen University participated in the 4C-HOPE teaching intervention during the hepatocellular carcinoma (HCC) chapter of their oncology course. Knowledge tests and questionnaires were administered before and after the intervention to assess educational outcomes. Student satisfaction and subsequent clinical clerkship performance were also evaluated. Results: Knowledge test scores improved significantly, with the median score increasing from 60 to 100 ( P < 0.001). The proportion of students reporting strong interest in learning about HCC increased from 50.0% to 85.0% ( P < 0.001). Agreement that physicians should provide holistic care increased from 89.7% to 95.0% ( P = 0.480), while willingness to apply positive psychology-based communication skills increased from 60.3% to 77.5% ( P = 0.089). Overall, 87.5% of students expressed high satisfaction with the teaching model. During subsequent clerkships, students exposed to the 4C-HOPE model achieved higher examination scores than controls (81.49 ± 7.87 vs. 77.45 ± 8.58, P = 0.014). Conclusions: The 4C-HOPE teaching model significantly improved knowledge acquisition and learning interest among undergraduate medical students, with favorable trends in holistic care awareness and communication willingness. The sustained benefits observed in clerkship performance further support its pedagogical value. This model offers a feasible framework for fostering both academic learning and professional development in oncology education.