经穹隆结膜入路埋线法重睑成形术应用探讨

目的:通过分析重睑形成原理,综合比较多种重睑成形的方法,讨论埋线法重睑成形术的优点和可行性。方法:对387例患者行经穹隆结膜入路间断缝合埋线法重睑术。其中88例为其他方法埋线后重睑线消失的患者。结果:手术方法可靠,术后所形成的重睑外形良好,重睑维持时间长。最长随访时间38个月。结论:此方法因符合重睑形成原理,可以充分的将较多的上睑提肌腱膜与上睑皮肤结扎固定、故术后所形成的重睑牢固。且在直视下经穹隆结膜入路,降低了对眼球组织损伤的危险性。是埋线法重睑成形术一种可靠的手术方法。     

复方碘酊消毒液中和剂试验研究

复方碘酊消毒液是含有20 g/L碘和1 g/L三氯羟基二苯醚的酒精溶液,为选择出合适的中和剂,采用化学中和法的悬液定量试验和滤膜冲洗及中和剂加滤膜冲洗法进行了试验研究。结果,硫代硫酸钠、硫代乙醇酸钠、吐温80、卵磷脂及其复方中和剂经悬液定量试验法和滤膜冲洗法,均不能中和复方碘酊消毒液对试验菌的残留作用。采用中和剂加滤膜冲洗法证明,用含5000 mg/L硫代硫酸钠+5000 mg/L吐温80+2000 mg/L硫代乙醇酸钠的磷酸盐缓冲液作为中和剂,均可有效去除复方碘酊消毒液对试验菌的残留作用;各中和剂及其中和产物对试验菌及培养基无不良影响。结论,选择复方碘酊消毒液的中和剂,不适宜用悬液定量试验法;宜采用滤膜过滤冲洗法。     

启发式教学在生理学教学中的应用研究

针对生理学课程理论抽象、实验操作复杂等特点,阐述了启发式教学方法取代传统填鸭式教学方法的必然性。因生理学教学难度大、实验操作条件高,故着重介绍了问答式、讨论式、演绎式、归纳式、直观式等五种启发式教学方法在生理学教学中的应用。     

杆菌肽发酵的培养基优化及影响其检测的因素

通过对影响杆菌肽抑菌圈大小的各种因素的研究，从而得到提高地衣芽抱杆菌发酵杆菌肽的产量及测量的最佳效果。研究结果表明豆芽汁培养基发酵的杆菌肽产量最高，并且在豆芽汁中加糖量为2g／dL时，抑菌圈最大。管碟法测定时，培养基的厚度影响最为显著，下层厚度10mL，上层5mL最佳，上层培养基的酸碱度为7．0，指示菌的浓度在10^8cfu／mL时，抑菌圈最清晰，直径最大，平均直径为2．52cm。     

外剥、内扎硬化注射术治疗混和痔800例

目的观察和评价外剥、内扎硬化注射术治疗混合痔的近期疗效.方法作者采用外剥、内扎硬化注射术治疗混和痔800例.结果近期治愈788例,治愈率98.5%,好转12例,好转率1.5%.治愈天数10～21天.结论外剥、内扎硬化注射术治疗混合痔简单实用,手术时间短,术后痛苦小,伤面愈合快,并发症少,无后遗症,复发率低,是治疗混合痔的较好方法.     

肾损伤的治疗进展

轻度、中度的肾损伤可行保守治疗。严重的肾损伤出血应首选超选择性肾动脉栓塞术,因该技术定位准确,止血迅速,创伤小,恢复快,并发症少,能最大限度地保护肾脏功能,是一种安全可靠治疗肾损伤出血的有效方法。     

黄栌中漆黄素提取工艺及含量测定方法的研究进展

本文综述了近10年来黄栌中漆黄索的提取工艺和测定方法的研究进展，并对各种提取工艺和测定方法进行了评价。为更好地开发利用漆黄素提供参考。     

高血压病辨证施治八法

中医治疗高血压的方法有清肝泻火,滋阴潜阳、祛痰化浊、活血化瘀、滋肾养肝、补中益气、调理冲任、益阴助阳法,分别用九九降压Ⅰ、Ⅱ、Ⅲ、Ⅳ、Ⅴ、Ⅵ、Ⅶ、Ⅷ号方。     

Evaluating healthcare education: Issues and methods

This paper analyses the methodological issues inherent in evaluating healthcare education and considers approaches for addressing these.Recent policies have exhorted practitioners to base their practice on evidence; however in healthcare education the evidence base is not extensive. Whilst educational evaluation has advanced in the last decades, standardised designs and toolkits are not available. Each evaluation has different aims and occurs in specific contexts, thus the design has to fit the circumstances, yet meet the challenge of scientific credibility. Indicators of educational processes and outcomes are not scientifically verified; no toolkit of standardised ‘off-the-shelf’ valid, reliable and sensitive measures exists. The evidence base of educational practice is largely derived from small-scale, single case studies; the majority of measures are self-devised, unvalidated tools of unproven reliability, thus meta-synthesis is not appropriate and results are not generalisable. Healthcare educational evaluators need valid and reliable assessments of both knowledge acquisition and its application to practice. The need to establish and explain attribution, i.e. the relationship between educational inputs and outcomes is complex and requires experimental/quasi-experimental design. In addition, educational evaluators face the pragmatic challenge of practice in healthcare contexts, where confounding variables are hard to control and resources are scarce.