载米诺环素纳米羟基磷灰石/壳聚糖复合体的体外释放及抑菌性

BACKGROUND: Hydroxyapatite/chitosan (HA/CS) complex may act as a drug carrier for drug release, but little is reported about the release amount and antibacterial effect of minocycline-HA/CS (Mino-HA/CS) complex. OBJECTIVE: To investigate the in vitro release and antibacterial property of Mino-HA/CS complex. METHODS: HA/CS and Mino-HA/CS were prepared using co-precipitation method. The surface and cross-section features of the complexes were observed under scanning electron microscopy. The porosities were measured according to Archimedes Principle. The release of minocycline hydrochloride was measured by high performance liquid chromatography with the simulated saliva as drug release media. In vitro antibacterial effect on Porphyromonas gingivalis and Staphylococcus aureus were measured by bacteria-inhibiting ring method. Biological toxicities were evaluated via cell counting kit-8cell proliferation assay. RESULTS AND CONCLUSION: The porosity of Mino-HA/CS was larger than that of HA/CS, with the average porosity of 53.99%. Single-day release amount of Mino-HA/CS could maintain at the level of 0.5-1 μg per day for a long-term. Bacteriostatic rings of Porphyromonas gingivalis and Staphylococcus aureus still existed clearly after 7 days. Cell proliferation assays showed that Mino-HA/CS extract had the significant effect on promoting cell proliferation. These findings indicate that the Mino-HA/CS sustains the release of minocycline at a relatively stable level within a longer period, shows good inhibitory effect on Porphyromonas gingivalis and Staphylococcus aureus and promotes the proliferation of periodontal ligament cells.     

CBL、PBL与文献回顾融合的教学方法在口腔全科住院医师规范化培训中的应用

目的：研究CBL、PBL与文献回顾融合教学方法在口腔全科住院医师规范化培训中的应用效果。方法：以海军军医大学第一附属医院2017—2019级口腔全科住院医师规范化培训学生为培训对象,随机分为试验组(CBL、PBL与文献回顾融合教学)和对照组(传统LBL)。量化比较两组学生理论知识、操作能力及满意度测评。结果：两组学生基线资料无差异。试验组在理论知识和操作能力成绩上均显著高于对照组(P<0.05)。在满意度问卷调查测评中,回收有效问卷60份(96.8%),试验组在提升临床思维、学习兴趣、文献检索能力、论文撰写能力、团队协作能力、幻灯制作及口头表达能力和教学满意度均显著高于对照组(P<0.05)。结论：CBL、PBL与文献回顾融合教学方法有效提高口腔全科住院医师规范化培训学生的教学成绩和教学满意度。     

VR联合AR融入式教学系统在临床医学专业口腔通识医学教育的应用研究

目的　研究虚拟现实（virtual reality,VR）联合增强现实（augmented reality,AR）融入式教学系统在临床医学专业口腔通识医学教育的应用与效果。方法　以海军军医大学2015级临床医学五年制一教班160名本科生为研究对象,分为VR+AR组和传统组,每组各80人。对两组学生的前期成绩及授课成绩进行对比分析,并于结课后进行问卷调查分析。利用Epidata 3.0进行问卷资料输入,使用SPSS 23.0软件进行t检验、卡方检验和Fisher精确检验。结果　VR+AR组与传统组在基础知识成绩上差异无统计学意义[（52.65±3.76） vs. （51.90±3.46）,P=0.516],但VR+AR组在病例分析[（35.85±2.56） vs. （31.40±2.96）,P＜0.001]及总成绩[（88.50±4.95） vs. （83.30±4.86）,P=0.002]上均高于传统组。问卷调查结果显示,VR+AR组在“教学模式”[（92.30±6.90） vs. （85.20±7.30）,P＜0.001]、“教学方法”[（91.70±5.90） vs. （86.00±6.70）,P=0.012]和“教学提升”[（90.70±8.70） vs. （82.30±8.40）,P＜0.001]上评分均高于传统教学组。结论　VR联合AR融入式教学系统,可提高教学成绩与教学质量,方便用于口腔狭小空间内的教学演示、模拟操作,适用于临床医学专业口腔通识医学教育。