ABSTRACT
Objective:To explore the effect of multimedia interactive teaching mode on the standardized residency training in department of geriatrics.Methods:This study selected 80 geriatric residents taking the standardized training in the Department of Geriatrics, First Hospital of Jilin University from October 2019 to October 2020, and they were randomly divided into experimental group and control group. The control group adopted the traditional teaching mode to train the residents, while the experimental group adopted the multimedia interactive teaching mode to train the residents. After training for 3 months, the theoretical knowledge and clinical skills examination results after the training, comprehensive ability before and after the training, and the satisfaction with the training mode after the training were compared between the two groups. SPSS 26.0 was performed for t test. Results:There were significant differences between the two groups in the scores of theoretical knowledge[(92.06±4.75) vs. (87.54±4.23)] and clinical skills [(89.63±4.28) vs. (80.09±4.13)]( P<0.05), and the scores of theoretical knowledge and clinical skills in the experimental group were significantly higher than those in the control group ( P<0.05). There was no significant difference in the scores of thinking ability, clinical practice ability, scientific research ability, innovation ability and doctor-patient communication ability between the two groups before the training ( P>0.05). However, after the training, the above abilities were all improved ( P<0.05), and the scores of the experimental group were significantly higher than those of the control group ( P<0.05). The satisfaction of the experimental group was higher than that of the control group in improving cognitive speed, improving understanding, enhancing memory, improving problem analysis, stimulating learning interest, improving classroom participation, knowledge expansion, cultivating critical thinking, improving overall clinical thinking, and improving clinical work proficiency ( P<0.05). Conclusion:The application of multimedia interactive teaching mode in standardized residency training of geriatrics can improve the theoretical knowledge and clinical skills examination results of residents, enhance their comprehensive ability, and improve their satisfaction with the training mode.
ABSTRACT
Dynamic changes of the post-translational O-GlcNAc modification (O-GlcNAcylation) are controlled by O-linked β-N-acetylglucosamine (O-GlcNAc) transferase (OGT) and the glycoside hydrolase O-GlcNAcase (OGA) in cells. O-GlcNAcylation often occurs on serine (Ser) and threonine (Thr) residues of the specific substrate proteins via the addition of O-GlcNAc group by OGT. It has been known that O-GlcNAcylation is not only involved in many fundamental cellular processes, but also plays an important role in cancer development through various mechanisms. Recently, accumulating data reveal that O-GlcNAcylation at histones or non-histone proteins can lead to the start of the subsequent biological processes, suggesting that O-GlcNAcylation as 'protein code' or 'histone code' may provide recognition platforms or executive instructions for subsequent recruitment of proteins to carry out the specific functions. In this review, we summarize the interaction of O-GlcNAcylation and epigenetic changes, introduce recent research findings that link crosstalk between O-GlcNAcylation and epigenetic changes, and speculate on the potential coordination role of O-GlcNAcylation with epigenetic changes in intracellular biological processes.