长期口服小剂量阿司匹林不能预防健康女性患2型糖尿病

慢性无临床症状的炎症与2型糖尿病的发生有关,流行病学资料认为这种关联在妇女表现得更为强烈。虽然小型临床研究显示短期口服大剂量阿司匹林具有明显的降糖效果,但是并没有随机试验直接评估临床可接受的剂量的阿司匹林预防糖尿病的效果。在美国一项随机、双盲、安慰剂-对照的女性健康研究（Women＇s Health Study）中,38716名45岁以上的且无临床糖尿病的健康女性随机口服小剂量的阿司匹林（n=19326）或安慰剂（n=19390）,     

Improved retroviral transfer of genes into canine hematopoietic progenitor cells kept in long-term marrow culture

Amphotropic helper-free retroviral vectors containing either the bacterial neomycin phosphotransferase gene (NEO) or a mutant dihydrofolate reductase gene (DHFR*) were used to infect canine hematopoietic progenitor cells. In previous experiments, successful transfer and expression of both genes in canine CFU-GM were achieved after 24-hour cocultivation with virus-producing cells. The average rate of gene expression was 10% (6% to 16%) as measured by the number of CFU-GM resistant to either the aminoglycoside G418 or methotrexate. In an attempt to increase the efficiency of gene transfer, marrow was cocultured for 24 hours with either NEO or DHFR* virus-producing packaging cells and then kept in long-term marrow culture fed three times with virus-containing supernatant (2 to 5 x 10(6) CFU/mL). After six days, cells were harvested and cultured in CFU-GM assay with and without a selective agent. The average rate of gene expression in CFU- GM in five independent experiments was 46% and ranged from 19% to 87%. In conclusion, the efficiency of gene transfer into canine hematopoietic progenitor cells has been increased fourfold by combining cocultivation with long-term marrow culture as compared with results obtained with cocultivation only.     

Self‐learning digital modules in Dermatology: a pilot study

Background Dermatological diseases are one of the most common problems in outpatient departments. Dermatology teaching unfortunately is facing two major issues: (i) a shortage of trained faculty and (ii) inadequate teaching time. Various methods utilizing modern information technology have been studied to overcome these problems. Objectives We attempted to evaluate the use of a digital self‐learning module in the teaching of dermatology. Methods We created digital modules of dermatology topics, which included power‐point presentations, instructive videos demonstrating signs in dermatological examination, interactive quizzes and images. The module was pilot tested on 48 third semester students, each posted for 2 weeks in dermatology. Evaluation was performed using a 5‐point Likert scale questionnaire for the students. Actual knowledge acquisition was evaluated using a post‐test with two components: section A comprising questions from the sections covered by the digital module and a section B comprising questions from topics taught only in the conventional method. Results The questionnaire analysis revealed that a majority of the students were comfortable using the module and felt that it encouraged them towards further in‐depth self‐learning on the concerned topics. The results from the post‐test were compared between the test and control sections, using the Student’s t‐test, which gave a P‐value of 0.084 (5% significance level) suggesting that the difference was not significant. Conclusion To conclude, we would like to suggest that the use of a ‘play area’ like concept coupled with an interactive information technology‐based self‐learning module might improve dermatology teaching.