微信平台结合病例教学模式在超声专业住院医师规范化培训中的应用探索

超声专业的住院医师培训既需要重视理论教学，更讲究“看图说话”，即以大量的超声病例为基础，训练住院医师从超声图像中寻找、发现并判别病变，从而形成敏锐的识别诊断能力。本研究利用即时通讯工具微信建立虚拟学习平台，通过该平台实施以病例教学模式，可以避免时间和场地的限制，使得师生之间交流更快捷。根据问卷调查，住院医师普遍认为该培训模式可有效提高学习效率、提升专业能力，希望在传统教学模式基础上加入该培训模式。住院医师的病例分析结果显示培训过程中住院医师的诊断准确率逐步提升。微信平台结合病例教学的模式可以为超声专业住院医师规范化培训提供新的思路和方法。     

Prenatal polybrominated diphenyl ethers exposure and anogenital distance in boys from a Shanghai birth cohort

Background

Polybrominated diphenyl ethers (PBDEs) are major brominated flame retardant (BFR) chemicals with endocrine-disrupting properties. One small-scale study on humans has suggested that prenatal exposure to PBDEs is adversely related to anogenital distance (AGD) a sensitive marker for prenatal androgen exposure. The aim of the present study was to examine the associations between prenatal exposure to PBDEs and AGD among boys 0–4 years of age in a cohort study.

脑脊液肿瘤标志物检查在脑膜转移瘤诊断中的价值

目的:通过分析脑膜转移瘤的临床特点、增强MRI表现、脑脊液肿瘤标志物检查结果，提高对脑膜转移瘤的认识程度，并寻找有效的检查方法。方法:回顾分析我院肿瘤内科2011年10月至2017年6月收治的23例脑膜转移瘤患者，从临床表现、脑膜增强MRI表现、脑脊液肿瘤标志物检测以及与血清肿瘤标志物进行对比的结果进行统计分析。结果:23例患者中脑脊液肿瘤标志物、细胞学和影像学阳性表达率分别为82.61%、56.52%和65.22%；以单一标志物CEA为独立观察指标，当脑脊液中CEA含量高表达时，脑脊液细胞学、脑膜强化MRI的阳性检出率也增加；当脑脊液肿瘤标志物多种阳性表达时，脑脊液细胞学、脑膜强化MRI阳性率也增加，三者之间密切相关，具有统计学意义（P＜0.05）。肿瘤标志物在脑脊液中的阳性表达与在血清中呈对应关系。结论:脑脊液细胞学检查和增强MRI是脑膜转移瘤的主要诊断依据，脑脊液肿瘤标志物联合脑膜增强MRI弥补了细胞学检查的缺陷，提高诊断准确率。     

Family Caregivers' Subjective Caregiving Burden,Quality of Life,and Depressive Symptoms Are Associated With Terminally Ill Cancer Patients' Distinct Patterns of Conjoint Symptom Distress and Functional Impairment in Their Last Six Months of Life

Context

Family caregivers constitute a critical component of the end-of-life care system with considerable cost to themselves. However, the joint association of terminally ill cancer patients' symptom distress and functional impairment with caregivers' subjective caregiving burden, quality of life (QOL), and depressive symptoms remains unknown.

系统免疫炎症指数和骨骼肌质量指数与肝硬化合并肝癌患者术后预后的关系

目的:探讨系统免疫炎症指数（SII）和骨骼肌质量指数（SMI）与肝硬化合并肝癌患者术后预后的关系。方法:选取2015年1月至2017年12月我院收治的128例肝癌合并肝硬化患者。比较不同水平SII和SMI组患者临床病理特征和预后，分析影响肝硬化合并肝癌患者术后预后的危险因素。结果:术前SII高水平组的BCLC分期、脉管癌栓占比、低分化占比高于低水平组，差异均有统计学意义（P＜0.05）。术前SMI高水平组的年龄、美国麻醉医师协会分级、BCLC分期、肿瘤个数、脉管癌栓占比均低于或少于低水平组，差异有统计学意义（P＜0.05）。术前SII低水平组1年、2年、3年累积总生存率分别为90.8%、75.5%、47.3%，术前SII高水平组1年、2年、3年累积总生存率分别为70.7%、58.2%、39.1%，差异有统计学意义（P=0.045）。术前SMI低水平组1年、2年、3年累积总生存率分别为73.3%、55.3%、34.8%，术前SMI高水平组1年、2年、3年累积总生存率分别为90.4%、77.8%、49.7%，差异有统计学意义（P=0.010）。Cox多因素分析结果显示，BCLC B-C期、多发肿瘤、低分化、脉管癌栓、术前高水平SII是患者术后预后的独立危险因素（P＜0.05），根治性切除和术前高水平SMI是其独立保护因素（P＜0.05）。结论:术前SII和SMI水平与肝硬化合并肝癌患者预后密切相关，高水平SII是其独立危险因素，而高水平SMI是其独立保护因素。     

Pharmacy Students’ Perceptions and Performance on the Use of an Online Virtual Experience Tool for Practicing Objective Structured Clinical Examinations

Objective. To examine pharmacy students’ performance on and perceptions regarding the use of an interactive online tool for practicing to take objective structured clinical examinations (OSCEs).Methods. The Monash OSCE Virtual Experience (MOVE), an online module consisting of 20 pharmacy case scenarios with virtual patients, was piloted with final-year pharmacy students at Monash University campuses in Australia and Malaysia. A mixed methods approach that included reviewing user attempts and comparing grades, collecting student-administered questionnaires, and holding focus groups was used to examine students’ perception and performance.Results. More than 99% of all students attempted at least one online case scenario in preparation for their final in-person OSCE, and 81% attempted all 20 scenarios two or more times. Ninety percent of students at the Malaysia campus and 70% of students at the Australia campus reported that MOVE was a helpful study tool for their OSCE preparation. However, a raw comparison of user attempts and OSCE grades did not find a direct correlation between online module attempts and assessment grades. Self-administered questionnaire and focus group results indicated that MOVE prepared students for targeted and time-restricted history-taking and problem-solving skills. Overall, students perceived MOVE to be a useful learning tool and a less overwhelming learning experience than were face-to-face sessions. Nevertheless, students still preferred face-to-face OSCE practice with simulated patients over online practice with virtual patients.Conclusion. The Monash OSCE Virtual Experience was perceived by our students as a flexible and useful online learning aid in preparing for their final-year OSCE However, there was no direct correlation between online practice attempts and students’ exam grades.