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Objective:To explore the implementation method of case teaching in pharmacology teaching according to the standards of golden course.Methods:The students from Batch 2017 clinical medical students in our university were selected as the research objects, and randomized into the control group ( n=121) and the case teaching group ( n=171). The control group used online learning and traditional lecture, and the case teaching group adopted the online teaching and case teaching methods. And the teaching effect was evaluated by questionnaire survey and final performance analysis. Results:Compared with control group, the case teaching group had better final performance ( P<0.01). The questionnaire survey showed that the case teaching improved the learning interest of students and also enhanced their application ability of the knowledge ( P<0.01 or P<0.05). Conclusion:Case teaching has achieved good teaching effect in pharmacology teaching.
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Aim To investigate the antitumor and antiangiogenic effects of combined low-dose cyclophosphamide(CTX)and recombined VEGF protein vaccine.Methods In this experiment,H22 hepatocellular carcinoma model was established in BALB/c mice.Mice were randomly divided into four groups: control group,CTX group(CTX),VEGF protein vaccine group(V2)and CTX plus V2 group(CTX+V2).The anti-tumor efficacy and antiangiogenic effect were investigated using a subcutaneous tumor model and an intradermal tumor model.Western blot and ELISAwere further adopted to detect the specific anti-VEGF antibody.Results CTX+V2 group displayed a lower tumor volume and tumor weight than either the single therapy group in the subcutaneous tumor model(P<005 vs V2,P<001 vs CTX).Meanwhile,CTX+V2 was more effective for antagonizing tumor-associated angiogenesis compared with either the single therapy(P<005 vs V2,P<001 vs CTX).After CTX+V2 immunization,high titer of anti-VEGF antibody was detected by ELISA and verified by Western blot.Conclusion The therapy of CTX combined with V2 has significant synergistic effect against H22 hepatocellular carcinoma.
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Objective To examine the teaching effects of case-based learning in the class of functional experiment. Methods Students (n=139) of five-year clinical medicine specialty were ran-domly divided into control group (n=70) and case group (n=69). The students of control group were taught with traditional teaching method and the case-based learning was adapted in the case group. Namely the clinical cases were led into teaching and the teaching process was completed through case import, problem sets, and the literature review and discussion. The teaching effects were evaluated through questionnaire survey (Analysis by the χ2-test, the test level is 0.05) and the analysis of test scores (Analysis by the t-test, the test level is 0.05). Results The score of the case group was better than the control group in the operation test (P=0.042 0). The total evaluating score and test score were also better in the case group in comparing to the control group (P=0.007 8 or P=0.008 2). As indicated by the questionnaire survey, more than 80%students thought the case teaching method could improve their learning interests and the independent learning abilities. Moreover, the skills of problem analysis and knowledge application were increased through case teaching. Conclusion The teaching effects of case-based learning were superior to the traditional teaching.
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In medical colleges, it is difficult to effectively carry out design experiment teach-ing in functional experiment because of the limitation of many factors such as the large number of stu-dents and the shortage of teachers and teaching resources. This study explored the multi-level teaching of designing experiment. Through gradually increasing the difficulty of the teaching content, the center position of the students was improved. Besides, the students' knowledge expanded from books to the subject research frontiers and their awareness of innovation was gradually enhanced. The survey showed that students' satisfaction with the teaching was up to 90% and their self-learning ability was en-hanced. However, it should be noticed that teaching time should be arranged reasonably and the teach-ing process should be supervised in design experiment to ensure the effective experiment teaching.
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How to test and assess is related to the teaching objectives,teaching ideas,teaching effectiveness and development.And it's also the key factor of experiment teaching reform.Formative evalution system was researched and practiced in the functional experiment.It was tested through questionnaire survey and analysis of paper.
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Laboratory opening pattern was researched in order to increase the practical ability and spirit of innovation. The study focused specifically on teaching form,teaching method and evaluation systems in laboratory opening.Surver research was made in students and showed good effects.
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To meet the need of cultivating high-quality personnnel,enhance the medicalstudents' ability to analyze and solve problems,directing at the problems existed in pharmacology experiment,we have adjusted and reformed the content of the experiment teaching in pharmacology and conducted the survey and research among the students so as to lay a solid fundation to its reasonable implement.
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0.05), respectively. ICU stay time was shorter in protocol-directed group than in non-protocol-directed group (20?11 vs. 44?33 days, P