PBL教学法结合CBL教学法在耳鼻喉科教学中的应用研究

[目的]探讨以问题为导向的教学方法(PBL)教学法结合以案例为基础的学习方法(CBL)教学法在耳鼻喉科教学中的应用效果。[方法]随机抽取我院2009级的临床医学生162人,随机分为观察组(81例)和对照组(81例),对照组采用传统教学法完成耳鼻喉科教学任务,观察组采用PBL教学法结合CBL教学法完成耳鼻喉科教学任务,比较两种教学方法的应用效果。[结果]观察组的摸底考试分数及出科考试分数均明显高于对照组,且观察组学生满意度及教师评优情况均明显优于对照组,组间差异均有统计学意义(P﹤0.05)。[结论]PBL教学法结合CBL教学法在耳鼻喉科教学中的应用效果均满意,能够明显提高学生的成绩,并且有效改善了学生的满意度和教师的评优情况。     

Flow Cytometric Analysis of DNA Ploidy in Liquid Based Cytology for Cervical Pre-Cancer and Cancer

Background: DNA ploidy analysis of cervical intraepithelial neoplasia (CIN) and invasive cervical cancer samples by flow cytometry (FCM) has been established as an aid to prognostic assessment. Liquid based cytology (LBC) increases diagnostic specificity by using ancillary techniques that provide information beyond morphology. The present study was undertaken to assess DNA ploidy in LBC samples as an adjunct for early detection of cervical pre-cancer and cancer. Methods: DNA ploidy assessment was performed on LBC samples of 50 cases and 31 controls. Cell pellets were obtained by centrifugation and stained with Telford reagent. At least 20,000 R1 gate (G0-G1) events were acquired on a BD FACSCalibur by using a 575±10 nm filter. Results: Mean diploid G1 values were lowered significantly (p<0.01) while diploid S values were significantly elevated (p<0.01) in both high grade squamous intraepithelial lesions (HSILs) and squamous cell carcinomas (SCCs) as compared to controls. Receiver operating curve (ROC) analysis of the diploid G1 value was found to have significant diagnostic potential (AUC=0.682, Z=2.00, p=0.046) for distinction between control and low grade squamous intraepithelial lesion (LSIL) at a cut off value of ≤91.6 with a sensitivity and specificity of 50.0 and 87.1%, respectively. Conclusions: ROC analysis of diploid G1 and diploid S values allows discrimination between LSIL and HSIL with sensitivities and specificities of 65 and 100% and 70 and100%, respectively, and between LSIL and SCC cases with values of 71.4 and 100% and 64.3 and 100%, respectively.     

李培脾胃论治复发性口腔溃疡

脾胃居中为五脏六腑之枢,脾胃与口、经脉相连,功能相属,口疮的发生与脾胃关系最为密切,也与心、肺、肝有关。李培教授认为本病应宗“治病必求于本”的原则,从脾胃论治,脾虚为本,火、瘀是本病发病的关键,在健脾益气的同时以“清火”为治疗大法,辅以清热除湿、活血化瘀,形成以调理脾胃为中心,相关脏器兼治的特点,值得效法。     

PBL优化组合教学法在病理实验教学中的应用研究

目的改革传统实验教学方法,提高病理学实验教学效果。方法选取临床医学大专班120名学生,进行“以问题为基础的学习（PBL）”优化组合教学法在病理学实验教学与传统实验教学方法对比研究。结果PBL实验组的实验考核成绩和教学效果显著高于对照组,P〈0．05。结论PBL优化组合教学法在病理实验教学中优于传统的病理实验教学,值得进一步实践推广。     

烧伤病房耐甲氧西林金黄色葡萄球菌的DNA重复序列PCR研究

目的　研究烧伤病房耐甲氧西林金黄色葡萄球菌 (methicillin-resistantStaphylococcusaureus ,MRSA)的分布及传播 ,探讨烧伤病房医院感染的预防、监测及控制工作。　方法　采集烧伤患者的创面、鼻前庭 ,工作人员手、鼻前庭 ,陪护家属的手、鼻前庭及烧伤科病房各种环境表面共5 0 4份标本 ,从中分离到MRSA 5 8株 ,对苯唑西林敏感的金黄色葡萄球菌 43株 ,并对所分离的MR SA菌株的基因组DNA进行重复序列PCR检测。　结果　 5 3.7% (2 2 / 41)的患者创面分离出MR SA ,其中 5例鼻前庭分离出MRSA ;19名工作人员中 ,3人手分离出MRSA ,工作人员鼻前庭未分离到MRSA ;43例患者陪护家属中有 9人手上分离出MRSA ,2人鼻前庭分离出MRSA ;193份环境标本共分离MRSA 13株。通过MRSA细菌基因组DNA重复序列PCR分析 ,发现部分患者创面之间及创面与工作人员、陪护和环境之间存在MRSA同源株。　结论　 (1)MRSA在烧伤科分布广 ,其中不乏同源株 ;(2 )基因组DNA重复序列PCR分析 ,显示烧伤病室存在两例患者之间的...     

临床医师循证医学知晓度及临床实践现况调查

通过了解现有临床医师行医模式,知识更新方法及循证医学（Ｅｖｉｄｅｎｃｅ ＢａｓｅｄＭｅｄｉｃｉｎｅ,ＥＭＢ）知识知晓度,为进一步推广循 医学发现问题,寻找解决方法。方法：问卷现况调查。抽查１４１名二级以上医院的各种临床医生作为研究对象,回答１８个有关临床处理问题的程序和方法,知识更新途径,对ＥＢＭ了解和认识,临床研究情况等１８个问题。结果：发现临床实践中８２％的医生是按传统医学模式行医（完全根据个     

《针灸治疗学》课程应用PBL教学效果观察

目的：锻炼学生的临床思维。方法：提出问题一收集资料一讨论问题,进行3次讨论;将班级学生分组进行讨论,每组有一位指导老师,对学生的发言进行评价。结果：在《针灸治疗学》课程中应用PBL教学方法,效果良好,较之传统的课堂灌输式教学能显著提高学习积极性,激发求知欲,提高自学能力,并能锻炼提高临床思辨分析能力,同时也锻炼了学生自身的语言组织和表达能力。结论：PBL教学方法能有效锻炼学生临床思维,提高学生学习能力。