慕课在医学生假期课前预习中的应用探讨

高校医学生会利用假期时间对将要学习的科目进行预习,力求提前了解或掌握,以利于日后对知识的充分理解。预习对于医学科目学习有一定必要性,然而传统的假期预习模式常存在缺乏引导、效率难以提升等问题。目前,慕课在医学教育领域的应用有所发展。对于医学生,其自主学习的模式、课程设计等契合医学课程的预习需求和假期学习的特点,有助于提升医学生的学习能力和假期预习效果。医学生将慕课作为假期预习资源可有多种学习模式选择。慕课平台的功能拓展和学校教师的辅助可以有效深入慕课在医学生假期预习中的应用,为医学生带来更合理的假期学习安排。     

冠心康方加减联合西药治疗冠心病合并2型糖尿病气虚痰瘀证疗效研究

目的:探讨冠心康方加减联合西药治疗冠心病合并2型糖尿病气虚痰瘀证的疗效。方法:选择冠心病合并2型糖尿病患者98例,按随机数字表法分为对照组47例和观察组51例。对照组给予西医常规治疗措施; 观察组在对照组治疗基础上加用冠心康方加减治疗,1剂/次,2 次/d。连续治疗6个月后,比较两组血糖血脂水平、中医证候评分、脉搏波传导速度(PWV)以及临床疗效。结果:治疗后,观察组的空腹血糖(6.71±1.04)mmol/L、餐后2 h血糖为(10.63±1.94)mmol/L、HbA1c(7.13±0.97)%、TG(2.50±0.40)mmol/L,TC(3.94±0.55)mmol/L均低于对照组[(6.89±1.13)mmol/L、(10.93±2.03)mmol/L、(7.22±1.25)%、(2.53±0.36)mmol/L、(4.01±0.53)mmol/L],两组间比较差异有统计学意义(P<0.05)。治疗后观察组HDL-C(1.23±0.22)mmol/L 与对照组(1.19±0.21)mmol/L比较上升,而观察组LDL-C(2.61±0.34)mmol/L比对照组(2.67±0.37)mmol/L下降,组间比较差异无统计学意义(P>0.05)。治疗后,观察组患者中医证候评分(1.76±0.27)分及BS-PWV(5.90±0.64)m/s、ES-PWV(7.59±0.94)m/s均明显低于对照组的[(2.13±0.31)分、(6.41±0.77)m/s、(8.43±1.31)m/s](P<0.05)。观察组和对照组的总有效率分别为70.59%和59.57%,两组比较差异有统计学意义(P<0.05)。结论:冠心康方加减联合西药治疗冠心病合并2型糖尿病气虚痰瘀证可有效改善患者的血糖、血脂、中医证候以及动脉硬化,提高临床疗效。     

中医情志护理联合腹部按摩对肠镜检查肠道准备的影响

目的:观察中医情志护理联合腹部按摩对电子肠镜检查肠道准备的影响。方法:将216例行电子肠镜检查的患者按随机数字表法分为对照组和观察组各108例。2组患者均予以复方聚乙二醇电解质散兑水口服进行肠道准备,对照组患者予常规护理干预,观察组在对照组基础上采取中医情志护理联合腹部按摩干预。采用焦虑自评量表(SAS)评估患者的焦虑状态,Boston肠道准备量表(BBPS)评估肠道准备质量,比较2组SAS、BBPS评分,分析2组肠道准备效果和护理满意度。结果:干预后,2组SAS评分均较干预前下降(P<0.05),观察组SAS评分低于对照组(P<0.05)。观察组护理总满意率为98.1%,高于对照组的90.7%,差异有统计学意义(P<0.05)。观察组右半结肠、横结肠、左半结肠评分及总分均优于对照组,差异均有统计学意义(P<0.05)。结论:中医情志护理联合腹部按摩可以明显缓解电子肠镜检查患者的焦虑情绪,提高护理满意度,提升电子肠镜检查效果。     

Two forms of short-interval intracortical inhibition in human motor cortex

BackgroundPulses of transcranial magnetic stimulation (TMS) with a predominantly anterior-posterior (AP) or posterior-anterior (PA) current direction over the primary motor cortex appear to activate distinct excitatory inputs to corticospinal neurons. In contrast, very few reports have examined whether the inhibitory neurons responsible for short-interval intracortical inhibition (SICI) are sensitive to TMS current direction.ObjectivesTo investigate whether SICI evaluated with AP and PA conditioning stimuli (CS_PA and CS_AP) activate different inhibitory pathways. SICI was always assessed using a PA-oriented test stimulus (TS_PA).MethodsUsing two superimposed TMS coils, CS_PA and CS_AP were applied at interstimulus intervals (ISI) of 1–5 ms before a TS_PA, and at a range of different intensities. Using a triple stimulation design, we then tested whether SICI at ISI of 3 ms using opposite directions of CS (SICI_CSPA3 and SICI_CSAP3) interacted differently with three other forms of inhibition, including SICI at ISI of 2 ms (SICI_CSPA2), cerebellum-motor cortex inhibition (CBI 5 ms) and short-latency afferent inhibition (SAI 22 ms). Finally, we compared the effect of tonic and phasic voluntary contraction on SICI_CSPA3 and SICI_CSAP3.ResultsCS_AP produced little SICI at ISIs = 1 and 2 ms. However, at ISI = 3 ms, both CS_AP and CS_PA were equally effective at the same percent of maximum stimulator output. Despite this apparent similarity, combining SICI_CSPA3 or SICI_CSAP3 with other forms of inhibition led to quite different results: SICI_CSPA3 interacted in complex ways with CBI, SAI and SICI_CSPA2, whereas the effect of SICI_CSAP3 appeared to be quite independent of them. Although SICI_CSPA and SICI_CSAP were both reduced by the same amount during voluntary tonic contraction compared with rest, in a simple reaction time task SICI_CSAP was disinhibited much earlier following the imperative signal than SICI_CSPA.ConclusionsSICI_CSPA appears to activate a different inhibitory pathway to that activated by SICI_CSAP. The difference is behaviourally relevant since the pathways are controlled differently during volitional contraction. The results may explain some previous pathological data and open the possibility of testing whether these pathways are differentially recruited in a range of tasks.     

浅谈口腔医学硕士研究生科研作图能力的培养

科研作图是展示研究数据的主要形式,也是科研素养的重要体现。口腔医学硕士研究生是接触科学研究的第一站,然而目前的研究生教育环节对科研作图能力缺乏系统性培养,许多研究生在科研作图中存在许多不规范的问题,本文针对这一问题进行初步探讨。本文分析比较了常用作图工具Microsoft Excel、Origin和Graphpad Prism的特点;以学校口腔医学硕士的培养过程为参考,分析目前硕士研究生科研作图方面存在的主要问题及应对策略。发现不同作图软件具有不同的风格特点,当前硕士研究生作图存在风格不统一、拼图不规范、图注不规范等问题,应当根据自身需求合理选择作图工具,提升作图能力。科研作图是科研能力的重要方面,应当加强口腔医学硕士研究生作图能力的培养。     

上市新型经皮递药系统的研究进展

对近几年来上市的经皮制剂进行文献整理和归纳，通过查阅相关文献，对贴剂、软膏剂、凝胶剂、乳膏剂、泡沫剂、洗剂等经皮给药制剂的特点、上市时间、作用、不良反应等进行总结。经皮制剂是药物通过皮肤吸收的一类外用递药给药系统，可以局部给药也可以全身给药，具有安全性高、毒副作用小、使用方便的优点，是目前国内外研究的热点。     

Objective evaluation of abutment tooth preparation for preformed metal crowns for primary molars in Japanese preclinical training

Evaluation of abutment tooth shape for preformed metal crowns for primary teeth in preclinical training depends on the subjective opinion of the instructor providing the training. Thus, the student's grade will likely vary according to teacher grading. In this study, we explored the potential for objective evaluation by comparing evaluations performed by teaching personnel (teacher grading) of abutment teeth for preformed metal crowns for primary teeth prepared by students at a dental school with evaluation by a three-dimensional (3D) laser morphometric system (system grading). The subjects of the evaluations were 139 abutment teeth for preformed metal crowns for primary teeth that had been prepared by fourth-year students at Asahi University School of Dentistry during preclinical pediatric dentistry training. A tooth prepared by a teacher following instruction criteria was used as the reference tooth, and system grade points were calculated from deductions made for insufficient and excessive cutting. Teacher grade points varied among teachers. We found that teachers prioritized contours of the margin, buccal and lingual sides, and adjacent surfaces in their evaluations. System grading showed that most students carried out insufficient cutting. The mean (SD) teacher and system grade points were 57.7 (9.7) and 75.7 (4.7), respectively, and these grade points were positively correlated (r = 0.500). System grading provides a simple 3D visual assessment of insufficient and excessive cutting that can be used for instructing students.