The Effect of Digestive Medicine on Enamel Erosion / 치위생과학회지

Consumption of liquid digestive medicine has continually grown in recent years. This present study was designed to evaluate the capability of liquid digestive medicine to erode dental enamel, relating the pH and titratable acidity of liquid digestive medicine. Three commercially available liquid digestive medicines were chosen these were Gashwalmyeungsu, Saengrokchun and Wicheongsu. The liquid digestive medicines were evaluated in respect to pH, titratable acidity and concentrations of calcium and phosphate, respectively. This measure was carried out three times for each digestive medicine and was recorded the data as mean (standard deviation). Bovine enamel specimens measured microhardness at base line and then were randomly assigned to 4 groups of 10 each. The specimens were immersed into each liquid digestive medicine for 1, 3, 5, 10, 15, and 30 minutes and then evaluated each time by VHN. All digestive medicines had a pH of less than 3.7. Wicheongsu had the lowest pH 2.93 and Gashwalmyeungsu had highest pH 3.63. In pH 5.5, titratable acidity of Wicheongsu was 1.27 ml. Gashwalmyeungsu was 0.63 ml. Saengrokchun was 0.60 ml. All liquid digestive medicines showed low concentration of calcium and phosphate. The microhardness of specimens after immersion into liquid digestive medicines was continuously reduced in all digestive medicines. After 30-minute treatment in liquid digestive medicines, Wicheongsu containing low pH and high tiratable acidity was shown to be lowest microhardness value (207.80µ15.52). The three liquid digestive medicines caused surface softening of enamel erosion. We conclude that drinks, commonly consumed by functional dyspepsia patient can cause erosion of enamel.

Evaluations on the teaching effect by application of PBL and CBL teaching model for probation of digestive medicine / 中华医学教育探索杂志

ObjectiveTo evaluate the result of problem-based learning combined with Casebased learning teaching model in the clinical probation of digestive medicine.MethodsPBL combined CBL teaching method and traditional teaching method were used respectively among 120 medical students who were divided into two groups randomly. Educational effects were evaluated through examination and ques-tionnaire.Results The PBL combined CBL group test scores are significantly higher than traditional teaching group ( P＜0.05 ).96.4％ students thought it was necessary to have PBL combined CBL teaching.ConclusionsPBL combined CBL teaching method is an effective teaching method for medical students.