Efficacy and safety of transjugular intrahepatic portosystemic shunt (TIPS) created using covered stents of different diameters: A systematic review and meta-analysis

PurposeThe purpose of this study was to make a systematic review and meta-analysis to determine the stent diameter (8 mm vs. 10 mm) that conveys better safety and clinical efficacy for transjugular intrahepatic portosystemic shunt (TIPS).Materials and methodsFour databases were used to identify clinical trials published from inception until March 2020. Data were extracted to estimate and compare one-year and three-year overall survivals, hepatic encephalopathy, variceal rebleeding, and shunt dysfunction rates between patients with 8 mm covered stents and those with 10 mm covered stents.ResultsFive eligible studies were selected, which included 489 patients (316 men, 173 women). The 8 mm covered stent group had higher efficacy regarding one-year or three-year overall survival (odds ratio [OR], 2.88; P = 0.003) and (OR, 1.81; P = 0.04) and lower hepatic encephalopathy (OR, 0.69; P = 0.04) compared with 10 mm covered stent group. There were no significant differences in variceal rebleeding rate (OR 0.80; P = 0.67). However, shunt dysfunction was lower in 10 mm covered stent group (OR, 2.26; P = 0.003).ConclusionsOur results suggest that the use of 8 mm covered stents should be preferred to that of 10 mm covered stents for TIPS placement when portal pressure is frequently monitored.     

儿科诊断性X线扫描家属知情与接受现状调查

目的:了解建德市基层医院儿科门诊进行X线扫描治疗中,家属对X射线检查的知情同意与接受现状。方法:随机抽取建德市属3家公立综合性医院共60位接受X线扫描的儿童患者家属为调查对象,发放自制调查问卷并统计分析。结果:55位(91.67%)患者表示治疗前主治医生只告知了X射线是诊断性检查,没有具体告知X射线的危害性;18位(30%)的患者家属不清楚辐射会对人体有损害,42位(70%)不清楚或不注意辐射警示标志,更不会主动要求防护措施,学历水平较高者及有从事医务工作背景者接受X射线检查的为12人(20%),明显低于学历水平低者或没有从事医务工作背景者的46人(76.67%),不知可否接受的有2人(3.33%)(P<0.001)。结论:基层医院儿科诊断性X射线扫描前的知情同意告知仍需加强,儿科放射检查偏多,应避免并加强宣传和教育。     

A comparison of the relationships between psychosocial factors,occupational strain,and work ability among 4 ethnic teacher groups in China

The present study compared the level of occupational strain and work ability among Han, Hui, Uygur, Hui, and Kazakh teachers, and explored ethnic differences based on the associations of psychosocial factors at work, occupational strain, and work ability. A cross-sectional survey was conducted among 2,941 teachers in primary and secondary schools in Xinjiang Province, China. Psychosocial factors, occupational strain, and work ability were measured using the Occupation Stress Inventory—Revised Edition (OSI-R) and Work Ability Index. Han and Hui teachers experienced reduced work ability compared with Uygur and Kazakh teachers, and this finding was caused, in part, by exposure to psychosocial factors at work. The vocational and psychological strains caused by these factors play an important role in reduced work ability among all ethnic teacher groups. The findings indicate the importance of taking action to reduce occupational strain for promoting teachers' work ability in multiethnic workplaces.     

层面递进法激光腔内剜除高危前列腺增生的治疗体会

目的探讨1 470 nm激光剜除治疗高危前列腺增生的手术技巧及临床效果。 方法回顾分析2018年6月至2018年9月中山大学附属第三医院泌尿外科采用1 470 nm激光治疗共89例高危前列腺增生患者的临床资料，年龄平均（68±3）岁，前列腺体积（57.4±2.6）ml。所有患者均采用"寻找层面，先易后难，剜切结合"的层面递进法思路行激光腔内前列腺剜除术，比较患者术中及术后情况。 结果89例均顺利完成手术，与术前相比，术后3个月患者最大尿流率明显增加，[（6.9±2.1） ml/s vs（19.8±3.6） ml/s]。国际前列腺症状评分显著好转，[（24.6±1.7） vs（8.0±1.2）]。术中无输血、无电切综合征、无直肠和膀胱穿孔病例，无输尿管损伤、大出血、心脑血管意外等严重并发症发生。 结论层面递进法激光剜除技术构想对于高危前列腺增生外科包膜层面的寻找、减少术后并发症有独到优势，且易于掌握，或可为业界同行提供一个新的思路。     

不同介入模式在肝癌治疗中的应用分析

目的探讨不同介入模式在肝癌治疗中的应用分析。方法选取我院肝癌患者130例,将其分为三组,其中,一组患者采用经肝动脉化疗栓塞术(TACE)治疗,二组患者采用肝门静脉化疗栓塞术(PVCE)治疗,三组患者在前两组患者治疗的基础上进行经皮肝穿刺乙醇消融(PEI)治疗,对比分析三组患者的治疗效果。结果一组治疗总有效率为27.5%,二组治疗总有效率为35%,三组治疗总有效率为92%,三组相对于一、二组来说治疗效果更佳,差异具有统计学意义(P0.05)。结论肝动脉化疗栓塞术、肝门静脉化疗栓塞术和经皮肝穿刺乙醇消融治疗相结合治疗肝癌患者,能够有效提高患者治疗效果,稳定患者病情。     

案例教学法在消化内科见习课的应用效果评价

目的探讨案例教学法在消化内科见习课的教学效果和体会。方法选取2017年10月—2017年12月在消化内科进行见习课的2015级39-40班护理本科学生44例(全部为女生),抓阄分成对照组(22人)和试验组(22人),对照组给予传统的带教方法,试验组给予案例教学法教学,比较两组护生在理论、技能、综合能力和对带教满意度方面有无差异。两组学生在性别、年龄、专业前的课程成绩比较,差异无统计学意义(均P>0.05)。结果观察组在理论考核成绩、操作考核成绩、教学满意度等方面均高于对照组。结论案例教学法能提高护理教学的教学效果,增加学生的理论、操作能力,提高护理临床思维能力,提升学生的学习主动性和积极性。