ABSTRACT
Objective@#To choose the corresponding teaching methods according to different teaching stage in the teaching of pathology for five-year clinical students, and to analyze the difference of teaching effects between staged-teaching and traditional teaching.@*Methods@#Students were randomly divided into two groups, with 112 in the experimental group and 118 in the control group. Considering that the teaching content in the experimental group contained the general introduction and different sections and students might experience stages such as "knowledge memorizing", "pathology-clinical connection" and "knowledge application", so presentation, assimilation and discussion class (PAD class), blending teaching and flipped classroom were adopted respectively. Examination scores and questionnaire survey were used to evaluate the difference between two teaching ways. SPSS 19.0 was used for data analysis, and t-test and chi-square test were used for inter-group comparison.@*Results@#The pathological average score of students in the experimental group was (78.56±7.172), which was higher than (72.53±8.539) in the control group, with statistically significant difference (t=5.809, P=0.000). According to the questionnaire survey, the teaching effects using different teaching methods in different stages in the experimental group was superior than that in the control group, with statistically significant difference (P<0.01).@*Conclusion@#Using different teaching methods in different stages is beneficial to guide students for truly comprehending the knowledge, applicating appropriate learning methods, and gradually forming their self-learning ability.
ABSTRACT
Objective To choose the corresponding teaching methods according to different teaching stage in the teaching of pathology for five-year clinical students,and to analyze the difference of teaching effects between staged-teaching and traditional teaching.Methods Students were randomly divided into two groups,with 112 in the experimental group and 118 in the control group.Considering that the teaching content in the experimental group contained the general introduction and different sections and students might experience stages such as "knowledge memorizing","pathology-clinical connection" and "knowledge application",so presentation,assimilation and discussion class (PAD class),blending teaching and flipped classroom were adopted respectively.Examination scores and questionnaire survey were used to evaluate the difference between two teaching ways.SPSS 19.0 was used for data analysis,and t-test and chi-square test were used for inter-group comparison.Results The pathological average score of students in the experimental group was (78.56 ± 7.172),which was higher than (72.53 ± 8.539) in the control group,with statistically significant difference (t=5.809,P=0.000).According to the questionnaire survey,the teaching effects using different teaching methods in different stages in the experimental group was superior than that in the control group,with statistically significant difference (P＜ 0.01).Conclusion Using different teaching methods in different stages is beneficial to guide students for truly comprehending the knowledge,applicating appropriate learning methods,and gradually forming their self-learning ability.
ABSTRACT
Objective To explore the mutation in corel β3-galactosyl-transferase specific molecular chaperone(Cosmc、no-coding region and it's effects on the transcription level of Cosmc in Tn antigen positive tumor cells.Methods The Tn antigen positive(Tn+)and negative(Tn-)cells were separated from tumor tissues by immune magnetic bead,then the genomic DNA(gDNA),total RNA were prepared by Qiagen AllPrep DNA/RNA mini kit. In these cells.the transcription levels of T-synthase and Cosmc mRNA were tested by RT-PCR.the DNA of Cosmc non-coding region was amplified by PCR,the mutation in Cosmc non-coding region were further detected by sequencing.Results There are no mutation appearing in Tn-cells,one or more mosaic sequence allele appearing in portion of patient's Tn-cells.Almost of the Tn+cells which separated from tumor tissues and Jurkat T cell exists mutation.but the mutation style and mutation point were not saine in different tumor.Thtee patient's Tn+cells have loss of hetemzygosity(LOH),four patient's Tn+cells and Jurkat T cell have point mutation.Although no difference of transcription level of T-synthase mRNA in Tn+ and Tn-cells.but the transcription level of Cosmc mRNA in Tn+ cell was much lower than that in Tn-cell.The ratio of T-synthase/Cosmc mRNA in Tn+ tumor cells was hiigher than that in Tn-cell.Conclusion The tumor Tn antigen arise from mutation in Cosmc non-coding region maybe result from transcription level decreased of Cosmc mRNA.
ABSTRACT
acts was much lower than that in Tn-cell.Conclusion The expression of Tn,STn,T and ST antigen in gastric carcinoma tissues of different TNM stages is different.Tn antigen expression in tumor cells may be caused by the decrease of T-Synthase activity.