子宫内膜体外构建及其应用研究进展

体外构建子宫内膜是利用组织工程学原理,在体外构建结构、形态与功能上与体内子宫内膜相似的三维模拟体。种子细胞分离培养、生物支架材料的合理选择及体外构建方法的优化是体外构建子宫内膜的重要因素。构建的子宫内膜在病理研究、三维培养体系、胚胎发育学及移植等方面具有重要的研究意义。只有更进一步模拟自然子宫的结构,优化构建技术路线和培养条件,才可以再造出真正意义上的组织工程化子宫。     

医学微生物学"项目-导师制"实验教学改革初探

目的:探讨"项目-导师制"实验教学改革效果及其在医学微生物学实验教学中应用价值.方法:采用"项目-导师制"法对2001级学生进行医学微生物学实验教学,以无记名问卷调查和专家评议方式了解实验教学效果,以现场操作了解学生实验技能,以相对标准化试卷综合测试学生成绩,并与2000级学生医学微生物学实验教学效果、实验技能、考试成绩进行回顾性和对比分析.结果:2001级和2000级学生实验教学效果不满意、满意、很满意率分别为0%(0/180)、25.00%(45/180)、75.00%(135/180)和55.38%(72/130)、34.62%(45/130)、10.00%(13/130),差异有显著性(P＜0.01).实验技能考核及格、良好、优秀率分别为0%(0/180)、22.22%(40/180)、77.78%(140/180)和56.92%(74/130)、35.38%(46/130)、7.69%(10/130),差异有显著性(P＜0.01).综合考试成绩不及格、及格、良好、优秀率分别为0%(0/180)、17.78%(32/180)、47.22%(85/180)、35.00%(63/180)和154%(2/130)、38.46%(50/130)、52.31%(68/130)、7.69%(10/130),差异有显著性(P＜0.01).结论:"项目-导师制"实验教学是一种新型实验教学模式,可显著增强实验教学效果,帮助学生快速掌握实验技能,提高学生综合考试成绩,克服传统实验教学存在的一些弊端,具有应用推广价值.     

高强度可吸收内固定物治疗实验性骨折的形态计量学研究

目的：应用聚酰胺可吸收髓内针治疗实验犬胫骨骨折愈合过程的骨形态计量学分析。方法：３６条杂种犬随机分为实验组与对照组。于左胫骨粗隆下３ｃｍ处横行截断胫骨，分别行可吸收髓内针和金属髓内针固定。术后１、２、４、８、１２周时分别采取骨痂标本，观察其组织学变化，计算骨形态计量学参数。结果：编织骨、矿化软骨等随固定术后时间的延长，含量逐渐下降，而板层骨含量逐渐增加，１２周时达高值，组织学上表现为以排列规则的板层骨为主；骨小梁体密度和平均骨小梁宽度两组一致；类骨质体密度、平均类骨质宽度、平均骨壁厚度和成骨细胞指数等，两组的测量值均接近或达到骨计量学参数的正常值。结论：可吸收髓内针固定长管状骨骨折与金属内固定比较，其骨折愈合方式和时间一致     

复方山绿茶缓释袋泡剂的研究

用网状多孔性纤维包念材料制备的复方山绿茶缓袋泡剂，具有速释和缓释作用，在１－８ｈ内按埝级方式释药。Ｔ０．５为１．３ｈ，Ｔｄ为３．２ｈ，１－８ｈ的平均释药速率７２．３５ｍｇ／ｈ。与传统的半生药型袋泡剂比较，具有栽药量高，使用方便，性质稳定，疗效确切的优点。     

Comparing orthodontic undergraduate student satisfaction with teaching in Leeds,UK and Marburg,Germany

A questionnaire was used to compare undergraduate student satisfaction with orthodontic teaching in two units; one in Leeds, UK, the other in Marburg, Germany. Whilst the methods of teaching differed between the units, the aim was to highlight aspects of both courses which students might wish to see improved. Statistical analysis suggested that students appreciate clarity of course structure and means of assessment and that use of a course manual is helpful in achieving this. Recommended texts to back-up course work are also appreciated whilst students from both locations, want to see more patients. Alternatives, such as patient case folders, computer-assisted learning packages and use of videos showing treatment progression, seem to be acceptable alternatives should there be difficulty in supplying “real” patients. The relevance of laboratory courses needs to be reviewed. Overall, the use of student questionnaires is seen as a useful tool in monitoring standards of teaching.     

Candidaemia: a 10-year study in an Indian teaching hospital

Retrospective evaluation of candidaemia patients was performed in an Indian teaching hospital over a 10-year period. The incidence of patients with candidaemia increased eleven-fold in the second half of the study period (55 patients) compared with the first half (5 patients). Haematological malignancies (11 patients), neonatal septicaemia (9), cardiac abnormalities and cardiac surgery (9) were the commonest underlying diseases in these patients. Candida albicans (50%), C. guilliermondii (17%), C. tropicalis (15%) and C. parapsilosis (8%) were the most common fungal pathogens isolated from blood culture. Therapy with two or more antibiotics (92%), corticosteroid administration (25%), intravascular catheter use for over 24 h (78%) and neutropenia (48%) were the accountable predisposing factors. Prolonged hospitalization (mean average 22.2 days as compared with 11.2 days in other patients) was an added risk factor in these patients.     

House officers in general medicine: their perception of educational value of rotation components

Summary: As curriculum planners in general medicine residency training programmes we were concerned about house officers' anecdotal reports that hospital work requirements often overshadow individual learning goals. After each of five rotations, we asked residents to identify the educational 'usefulness' of certain rotation components which can be included in three categories; team members, work-related activities and educational events. Of 165 surveys distributed, 127 (77%) were returned. Data were analysed by residency year and by all years combined. The mean overall perception of learning was 3.9 out of a possible 5 points suggesting that residents do find some learning value. Results suggest that different residency years vary as to the significance of specific educational components. The importance of faculty/resident relationships to residents' perceptions of learning value was highlighted in particular.     

University and Community Hospital Medical Student Emergency Medicine Clerkship Experiences

Objective : To determine whether there is a significant difference between educational opportunities for fourth-year medical students rotating at a university hospital (UH) compared with several community hospitals (CHs) during a mandatory emergency medicine (EM) clerkship.
Methods : A self-reported clinical tool was completed in real time by each student rotating for 2 weeks at the UH and 2 weeks at 1 of 4 CHs (3 affiliated and 1 unaffiliated). Students are required to document the number of patients seen and the number of procedures performed on each of 20 six-hour shifts. They rated the EM attending clinical teaching by site using a 5-point scale at the end of the clerkship.
Results : Most (95%) of the 87 students in the 7 clerkship blocks of the 1996–97 academic year rotated at the UH and a CH. Most (71%) students rated both the UH and the CH for the quality of teaching by attendings. There was a significant difference in the mean number of patients evaluated/shift (2.2 ± 0.10 vs 2.8 ± 0.10, UH vs CH; p < 0.001) and the mean number of procedures performed/shift (0.36 ± 0.04 vs 0.56 ± 0.05, UH vs CH; p < 0.001). Attending clinical teaching scores were significantly higher (p = 0.03) at the CHs.
Conclusions : The educational opportunities for students in an EM clerkship to evaluate patients and perform procedures were significantly greater at the community hospitals. Inclusion of community hospital settings in a medical student EM clerkship may optimize the clinical experience.