ABSTRACT
Objective To probe into the effect of diversified teaching methods in the teaching of di-agnostics and clinical probation.Methods One hundred clinical undergraduates were randomly divided in-to experimental class (fifty students) and traditional class (fifty students). The experimental class was based on the textbook of diagnostics.It used PBL to share teaching resources with teachers and students,and used electronic simulation and standardized patients to carry out clinical probation in combination with clinical practice. Through the objective structured clinical examination and questionnaire survey, students' learning situation of two classes was analyzed. R 3.3.3 was used to perform t test or χ2test for the data of two classes. Result The evaluation results show that the average scores of the students in the experimental class OSCE are excellent, and the average scores of the tests are higher than those of the traditional class, and the difference is statistically significant (P<0.05). The result of questionnaire showed that the students of experimental class were more satisfied than the traditional class students (P<0.05) in all aspects. Conclusions Diversified teaching methods are beneficial to cultivating students' theoretical practice trans-formation ability,clinical thinking ability and independent problem solving ability.
ABSTRACT
Myosin light chain kinase (MLCK) is a key enzyme involved in intestinal mucosal mechanical barrier and plays an important role in the pathogenesis of nonalcoholic fatty liver disease (NAFLD). This article describes the "two-hit theory" for NAFLD and gut-derived endotoxin which plays a major role in the pathogenesis of NAFLD, the relationship between endotoxin, MLCK, and NAFLD, and the impact of MLCK inhibitor ML-7 on the intestinal barrier. MLCK inhibitor ML-7 may hinder and delay the development and progression of NAFLD, providing a novel clinical idea for the early prevention of NAFLD.