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The anticonvulsant drug phenytoin, in less than cytotoxic concentrations, caused significant reductions in Ig secretion by unstimulated or EBV-stimulated normal MNC, as measured by PFC or secretion of Ig into the culture medium. Isotype-specific LBL varied in their sensitivity, the secretion of IgA (1 line) and IgG (3 lines) being reduced by phenytoin near therapeutic concentrations, whereas that of IgM (1 line) was resistant. Six-day exposure of MNC to phenytoin caused no selective depletion of or enrichment for B cells, monocytes or T cell subsets. The results suggest that the reduction in serum Ig levels reported in phenytoin-treated epileptic patients is, at least in part, due to a direct effect of the drug on the B lymphocyte. However, among EBV-activated normal MNC, those secreting IgA were no more sensitive to the drug than those secreting IgG or IgM, and other factors may, therefore, operate to cause the preferential reduction in serum IgA in phenytoin-treated patients. 相似文献
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目的:比较PBL与LBL两种教学模式在临床医学专业系统解剖学教学中对教学效果的影响。方法:随机抽取临床医学本科生80人,将其分为实验组(40人)和对照组(40人),实验组采用PBL教学模式,对照组采用LBL教学模式教学,比较两组教学效果。结果:理论考核成绩表明,实验组与对照组学生比较,在记忆型题目中得分差异无统计学意义( P >0.05),而在理解型题目、应用型题目得分和考试总分方面,实验组学生得分更高( P <0.05);问卷调查结果表明,两组学生之间在问卷的5个方面差异均有统计学意义( P <0.05)。结论:PBL教学法在临床医学专业系统解剖学教学中表现出明显的优势,在今后的系统解剖学教学中可以广泛推广PBL教学法。 相似文献
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Shili Lin 《Genetic epidemiology》2014,38(1):31-41
Two important contributors to missing heritability are believed to be rare variants and gene‐environment interaction (GXE). Thus, detecting GXE where G is a rare haplotype variant (rHTV) is a pressing problem. Haplotype analysis is usually the natural second step to follow up on a genomic region that is implicated to be associated through single nucleotide variants (SNV) analysis. Further, rHTV can tag associated rare SNV and provide greater power to detect them than popular collapsing methods. Recently we proposed Logistic Bayesian LASSO (LBL) for detecting rHTV association with case–control data. LBL shrinks the unassociated (especially common) haplotypes toward zero so that an associated rHTV can be identified with greater power. Here, we incorporate environmental factors and their interactions with haplotypes in LBL. As LBL is based on retrospective likelihood, this extension is not trivial. We model the joint distribution of haplotypes and covariates given the case–control status. We apply the approach (LBL‐GXE) to the Michigan, Mayo, AREDS, Pennsylvania Cohort Study on Age‐related Macular Degeneration (AMD). LBL‐GXE detects interaction of a specific rHTV in CFH gene with smoking. To the best of our knowledge, this is the first time in the AMD literature that an interaction of smoking with a specific (rather than pooled) rHTV has been implicated. We also carry out simulations and find that LBL‐GXE has reasonably good powers for detecting interactions with rHTV while keeping the type I error rates well controlled. Thus, we conclude that LBL‐GXE is a useful tool for uncovering missing heritability. 相似文献
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现行的PBL与LBL各有其优势和不足,笔者进行了两种教法相结合的探索:构建适于新教学模式的教学环境,构建与实施基于网络的PBL与LBL相结合的病理学实验教学的基本模式,开展学业成绩的发展性评价.结果显示,该模式提高了学生的综合素质,适于医学生教学,更适于在高职护生中开展. 相似文献
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目的了解PBL与LBL相结合与传统的LBL教学法在病理实验课中的应用效果。方法抽取2008级普招2个班作为研究对象,其中一班在病理实验课中采用PBL与LBL相结合的教学法,一班在病理实验课中采用LBL教学法,将两组实验课成绩进行比较和分析。结果实验组病理学实验考试成绩明显高于对照组(P〈0.05)。结论 PBL与LBL相结合教学法能提高同学们的学习兴趣,提高学习成绩。 相似文献
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