ABSTRACT
?AlM: To evaluate the relationship of early-life and childhood exposures and age-related cataract ( ARC ) , and provide a scientific evidence for early preventing, treating and detecting ARC. ?METHODS: A hospital-based case control study was conducted from April 2011 to October 2012. A total of 360 cases ( 360 eyes ) aged 41 ~ 60 years old for cataract extraction and 360 frequency-matched controls in the same hospital for various not related to ARC were included in the study. A structured interviewer -administrated questionnaire that included information on sociodemographic characteristics, early - life and childhood exposures was used. The risk factors of ARC were estimated with unconditioned logistic regression models. ?RESULTS:Early gestational age at birth sooner and lower birth weight was significantly associated with the risk of ARC(OR=1. 152,95%CI:1. 029~2. 235,P=0. 024;OR=1. 374, 95%CI:1. 156 ~2. 581,P=0. 037,respectively). The maternal pre-pregnancy diabetes ( OR=1. 587, 95%CI:1. 177~2. 915,P=0. 019),gestational diabetes (OR=1. 763, 95%CI:1. 375 ~ 2. 367,P= 0. 004), preeclampsia(OR=1. 581, 95%CI: 1. 139 ~1. 996,P=0. 021), and pregnancy induced hypertension (OR=1. 517, 95%CI:1. 032~1. 963,P=0. 024) could make the risk of ARC increased. Of the factors affecting the period of children, only shorter height relative to peers and overweight at age 10 were significantly associated with the risk of ARC( OR=1. 329, 95%CI:1. 072~2. 351,P=0. 038;OR=2. 302, 95%CI:1. 323~3. 196,P=0. 011, respectively). ?CONCLUSlON:Early gestational age at birth, low birth weight, the maternal pre - pregnancy diabetes, gestational diabetes, preeclampsia, and gestational hypertension, and shorter height and overweight relative to peers, at age 10 were risk factors of ARC. But lasted long large and prospective studies are needed to insure early risk factors for ARC in the Chinese population.
ABSTRACT
AIM: To investigate the effect of problem - based learning ( PBL) used in the teaching of medical students'evidence-based medicine ( EBM) . METHODS: Five classes ( total 147 students ) were randomly selected as experimental ( PBL ) group, at the same time, another 5 classes ( total 149 students ) were also randomly selected as control group, using traditional teaching method ( lecture-based learning, LBL ) in 2010 grade. The final examination scores of the experimental group were compared with control at the end of term. In addition, all students were interviewed using self -administered questionnaire to obtain their evaluation for PBL practice. SPSS13. 0 software was used for statistical analysis. RESULTS: The homogeneity test in baseline survey showed that the basic characteristics between the two groups of students were no significant differences, and were comparable (P>0. 05). Final exam results showed that in addition to the scores of the EBM basic knowledge indicated no significant difference between two groups of students (P>0. 05), for the 5 steps of EBM procedure, namely, asking questions, finding the best evidence, evaluating the evidence, using and practicing the evidence, re - evaluating the evidence, and the total scores between the two groups, there were significant statistically differences (P0. 05) in aspects of better understanding classroom knowledge, improving language expression ability, and writing skill exercises. And other residual items had a significant difference ( PCONCLUSION: PBL teaching mode can effectively improve teaching effectiveness and the quality of EBM teaching, so the this teaching mode is worth further popularizing.
ABSTRACT
AlM:To investigate the effect of teaching mode of problem- based learning ( PBL ) in the teaching of medical students' clinical ophthalmology. METHODS: Five classes ( total 148 students ) were randomly selected as experimental group, using PBL method, at the same time another 5 classes ( total 151 students) were also randomly selected as control group, using lecture-based learning ( LBL) mode in 2010 grade. The scores of the experimental group were compared with control at the end of term. ln addition, students and teachers were respectively interviewed using self -administered questionnaire to obtain their evaluation for PBL practice. RESULTS:The mean scores of PBL group (78. 35±7. 63) were significantly higher than control group (71. 68±6. 37) (P CONCLUSlON:Using PBL teaching mode can highly improve the teaching effectiveness of clinical epidemiology, which is worth popularizing.