Lung and gut microbiota and their interaction with the carcinogenesis and development of lung cancer: a review / 生物工程学报

Lung microbiota and gut microbiota are closely related to lung cancer. Studies have shown that the dysbiosis, i.e., the significantly altered composition and structure of gut and lung microbiota, usually occurs in patients with lung cancer. With the introduction of "Gut-Lung Axis", an increasing attention has been paid to the close relationship between the lung and gut microbiota in human body. A deeper insight into this relationship would facilitate understanding the mechanisms behind the carcinogenesis and development of lung cancer. This article summarizes the composition of lung and gut microbiota in patients with lung cancer and the possible interaction mechanisms, highlighting the importance of the immune system in the Gut-Lung Axis. The effects of lung and gut microbiota on the clinical treatment of lung cancer were summarized, based on which the authors propose that the lung and gut microbiota can be used as novel targets for early diagnosis and treatment of lung cancer.

Evaluation on teaching effect of interactive teaching in prosthodontics course / 中华医学教育探索杂志

Objective To research the efficiency of interactive teaching combined with group discussion in prosthodontics course. Methods Totally 40 stomatology students of 2009 grade were divid-ed into 2 groups by stratified random sampling , 6 males and 14 females in each group. Students in con-trol group were taught by traditional teaching method while those in the test group were taught by interac-tive teaching method during prosthodontics course. Knowledge lectures and cases discussion in interactive teaching method were distributed as ratio of 3∶1 in class time , and network interactive teaching was car-ried out after class. Exam was taken after the course, which included single choices(80 questions, 80 points), true or false questions(20 questions, 20 points) and case analysis(5 questions, 50 points). Full marks of the exam was 150 points and exam time was 150min. Then questionnaire survey was carried out, which included the students' interest in learning and cognition of learning difficulty. Exam scores were statistically analyzed by two sample t-test(α=0.05) and the questionnaire survey results were statistically analyzed by Mann-Whitney U test(α=0.05). Results Average scores were(109.22±8.22) in control group and(126.28±8.72) in test group, with statistical differences(F=1.1254, P=0.000). There were statistical differences between control group and test group in studying interest(Z=-2.869, P=0.004) and difficulty(Z=-2.711, P=0.007). Conclusions Initiative, thinking capacity and scores can be enhance by interactive teaching method which is more efficiently than traditional teaching method.