A discussion on the tactics for cultivating medical students' autonomous learning ability / 中华医学教育探索杂志

This article analyzes the limitations of traditional medical theory teaching, and proposes the strategies for cultivating medical students' autonomous learning ability, i.e., informatization-based flipped classroom, problem-oriented teaching, mind mapping training, semi-open book examination, exploitation of the clinical and scientific thinking, and practice activities of medical humanities. The strategies of "problem oriented teaching" and "mind mapping training" were integrated into the practice teaching of hematology. Compared with the traditional medical teaching mode, students' feedback after class showed that the teaching mode incorporating new cultivation strategies was more conducive to the improvement of students' self-learning ability ( P = 0.008), and their satisfaction with teaching mode, learning interest, and self-learning ability were all improved. Thus, the appropriate application of the above strategies can help improve students' autonomous learning ability and optimize the effect of medical theory teaching.

Mutual promotion action between the self-directed learning ability of medical students and the effect of flipped classroom teaching / 中华医学教育探索杂志

Objective:To explore the correlation between the self-directed learning ability of medical students and the effect of flipped classroom teaching.Methods:The questionnaire survey was used. From November to December 2020, 123 students of 5-year program enrolled in 2019 in Peking University Health Science Center were chosen as the study objects and Neurobiology is a required course for them. The Medical Students' Autonomous Learning Ability Assessment Scale (MSALAAS) was used to assess the students' self-directed learning ability. The final examination score and a questionnaire survey were used to assess the teaching effect of the course. Descriptive analysis and Mann-Whitney analysis were used to analyze the change of self-directed learning ability of students after the course. One-dimensional linear regression was used to analyze the influence of self-directed learning ability on the final examination score, course experience and course assessment. Results:The total score of MSALAAS was increased from [(109.84 ± 14.12) points] to [(113.65±15.88) points] ( P<0.05) after the course. If the total score of the MSALAAS was referred to as an independent variant, and the final examination score, the course experience and course assessment was referred to as a dependent variable, respectively. The one-dimensional linear regression analysis showed that the total score of the MSALAAS was correlated with the final examination score ( B=0.248, t=3.59, P<0.001), the course experience ( B=0.049, t=3.15, P=0.002) and course assessment ( B=0.048, t=3.18, P=0.002). Conclusion:Flipped classroom teaching can promote the improvement of the self-directed learning ability of medical students. In converse, the students with higher self-directed learning ability might achieve higher examination score and get the better course experience and assessment.

The application of 4C teaching combined with case simulation teaching in the practice teaching of respiratory and critical care medicine nursing students / 中华医学教育探索杂志

Objective:To explore the application of 4C teaching combined with case simulation teaching in the practice teaching of respiratory and critical care medicine nursing students.Methods:Eighty nursing practice students from 2019 to 2021 in the Department of Respiratory and Critical Care Medicine of Beijing Chaoyang Hospital Affiliated to Capital Medical University were selected as the research objects, and they were randomized into control group ( n=40) and observation group ( n=40). The control group adopted traditional teaching, and the observation group adopted 4C teaching combined with case simulation teaching. The nursing comprehensive ability and self-directed learning ability of the two groups of nursing students were compared, and the evaluation of teaching methods between the two groups was assessed. SPSS 22.0 was used for Chi-square test and t-test. Results:The scores of theoretical knowledge, ward management, prevention and control of hospital infection, basic nursing, standardized writing of nursing documents, and critical care of nursing students in the observation group were higher than those in the control group ( P<0.05); the scores and total scores of learning awareness, learning behavior, learning strategies, interpersonal relationships, and learning evaluation in the observation group were higher than those in the control group ( P<0.05). The observation group believed that their teaching method was better than the control group in terms of mobilizing learning initiative, improving basic nursing practices, promoting clinical communication skills, improving the ability to analyze and solve problems, enhancing the concept of humanistic care, helping to understand and master knowledge, and improving the overall quality ( P<0.05). Conclusion:The 4C teaching combined with case simulation teaching can improve the comprehensive nursing ability and self-directed learning ability of nursing students in department of respiratory and critical care medicine, and the nursing students have a high opinion of the teaching method.

The significance and strategy of cultivating medical students' independent learning ability / 中华医学教育探索杂志

It's the duty of contemporary teachers to cultivate students' independent learning, independent thinking, and self-management ability. This paper reviews the significance of independent learning for cultivating medical students with forward-looking learning ability and cutting-edge medical knowledge. It focuses on the strategies and ideas of cultivating medical students' independent learning ability from the aspects of strategy and evaluation, and tries to provide inspiration and reference for the application of independent learning teaching method in the cultivation of medical students.

Research on the Relationship between Metacognition and Self-directed Learning Ability of Undergraduate Nursing Students: A Moderated Mediation Model / 中国医学伦理学

【Objective:】 To explore the effect of metacognition on self-directed learning ability of undergraduate nursing students, and the role of interpersonal communication ability and sense of self-worth between them. 【Methods:】 A total of 905 undergraduate nursing students from six colleges and universities in Shaanxi were selected as the survey subjects by convenient sampling method during August to November 2022. Metacognitive Assessment Inventory, Self-Directed Learning Ability Measurement Scale for Nursing Students, Adolescent Sense of Total Self-Worth Scale, and Supportive Communication Scale were used to conduct a questionnaire survey on undergraduate nursing students. SPSS 25.0 software was used for statistical analysis of the data. 【Results:】 Finally, 854 valid questionnaires (94.36%) were collected, and the results showed that: a) Metacognition of undergraduate nursing students significantly positively predicted self-directed learning ability (β=0.172, P<0.001). b) Interpersonal communication ability played a partial mediating role between metacognition and self-directed learning ability [β=0.019, 95%CI: 0.004~0.034)] . c) The predictive effect of metacognition on self-directed learning ability was regulated by the level of self-worth (R2=0.314, P<0.001). 【Conclusion:】 This paper indicated that the metacognition of undergraduate nursing students indirectly affects their self-learning ability through interpersonal communication ability, and their sense of self-worth plays a moderating role. It is recommended to improve the metacognitive level of undergraduate nursing students, strengthen their interpersonal communication skills, and focus on the cultivation of self-worth, so as to improve their self-directed learning ability.

READING ABILITY AND LEARNING ACHIEVEMENT IN SANSKRIT LANGUAGE AMONG THIRD YEAR B.A STUDENTS

The objectives of the present study were: (i) To ?nd out the difference in reading ability and learning achievement in Sanskrit speaking among TYBA students; (ii) To study the relationship between reading ability and learning achievement in Sanskrit speaking by TYBA students; and (iii) to explore the stakeholders' recommendations on improving reading ability and learning achievement in Sanskrit. A sample of 1000 students whose mother tongue is Gujarati language. The ?ndings of the study revealed that TYBA students' reading ability and learning achievement in Sanskrit. The stakeholders reported that lack of practice in pronunciation in class, absence of homework and inadequate home support may responsible for poor performances of Gujarati speaking students. They have emphasized that Sanskrit teachers should regularly conduct loud reading in class, give homework, conduct monthly exam, listen patiently and try to understand the exact problems of students etc

Practice and application of "artificial intelligence + big data" in the construction of thoracic surgery golden course / 中华医学教育探索杂志

Objective:To discuss the practice and application of "artificial intelligence + big data" in the construction of thoracic surgery golden course.Methods:The intern students of the Department of Thoracic Surgery in Harbin Medical University Cancer Hospital were selected as the research objects, and they were randomly divided into 2 groups with 36 cases in each group. The control group was taught with regular courses, and the observation group was taught by the golden course system under "artificial intelligence + big data". After the course, self-made assessment forms were used to assess the academic performance (theoretical knowledge assessment results and skill operation assessment results) of the two groups of medical students. The excellent and good rate of knowledge mastery and the mastery of clinical operation techniques were scored by the teachers, and the evaluation was made from the aspects of learning attitude, the mastery degree of theoretical knowledge and clinical operational techniques, etc. In addition, self-made innovative thinking ability scale was used to assess the medical students. SPSS 22.0 was used for independent samples t test and chi-square test. Results:There was no statistically significant difference between the two groups of theoretical knowledge assessment scores and skill operation assessment scores before the teaching; after the course, the theoretical knowledge assessment scores and skill operation assessment scores of the control group were higher than those before the teaching, with statistically significant differences ( t=5.37, 4.17, P<0.05). After the course, the theoretical knowledge assessment scores and skill operation assessment scores of the observation group were higher than those before the teaching, with significant differences ( t=10.93, 8.24, P<0.05). The results of theoretical knowledge assessment and skill operation assessment in the observation group were significantly higher than those in the control group after the course ( t=7.10, 5.77, P<0.05). In the control group, 17 cases were excellent in knowledge mastery, accounting for 47.22%, and the rate of knowledge mastery was 83.33% (30/36); in the observation group, 26 cases were excellent in knowledge mastery, accounting for 72.22%, and the excellent and good rate of knowledge mastery was 100% (36/36), and the difference was statistically significant ( χ2=4.55, P=0.033). After the course, the innovative thinking ability of the control group was higher than that before the teaching, the innovative thinking ability of the observation group was higher than that before the teaching, and the innovative thinking ability of the observation group was higher than that of the control group, and the difference was statistically significant ( t=7.07, P<0.001). Conclusion:The use of the "artificial intelligence + big data" golden course to build a teaching system can improve the academic performance, knowledge mastery and innovative thinking ability of medical students.

Application of anchored instruction combined with PBL in the clinical teaching of department of gynecology / 中华医学教育探索杂志

Objective:To analyze the application effects of anchored instruction combined with problem-based learning (PBL) in the clinical teaching of department of gynecology.Methods:Taking the implementation time (June 2020) of anchored instruction combined with PBL in the hospital, 86 clinical interns who entered the department of gynecology before the implementation (from April 2019 to May 2020) were included in control group, and this group adopted traditional teaching method; 82 interns enrolled after the implementation (between June 2020 and December 2020) were selected as observation group and were given new teaching method. The theoretical assessment results, practical operation results, independent learning ability and teaching satisfaction were compared between the two groups after 1 month of training. SPSS 22.0 was used for t test and rank sum test. Results:After 1 month of training, the scores of theoretical assessment results [(81.20±10.64) vs. (73.96±8.25)] and mini-clinical evaluation exercise (Mini-CEX) scale of observation group were significantly higher than those of control group, and the independent learning ability and teaching satisfaction evaluation were significantly better than those of control group ( P<0.05). Conclusion:Anchored instruction combined with PBL can effectively improve the independent learning ability and learning satisfaction of interns in department of obstetrics and gynecology, with good application effects.

Application of flipped classroom model from the perspective of POA theory in the training of students during standardized residency training in department of hepatic surgery / 中华医学教育探索杂志

Objective:To explore the application of flipped classroom teaching in the standardized residency training of students in department of hepatic surgery from the perspective of production-oriented approach (POA) theory.Methods:Based on the implementation time of flipped classroom teaching (January 2017) from the perspective of POA theory in West China Hospital, 51 nursing students who were routinely trained in department of hepatic surgery before the implementation (January 2015 to January 2017) were included in the control group. After the implementation (January 2017 to January 2019), 51 nursing students under the residency training were included in the observation group. The changes of test scores, independent learning ability and professional awareness of the two groups of nursing students before and 6 months after the training were compared, and the teaching satisfaction after the training was recorded. SPSS 19.0 was performed for t test and chi-square test. Results:The total scores of the theoretical examination scores of the two groups of nursing students, the total scores of the clinical practice assessment scores, and the self-learning ability assessment scale for nursing college students (learning motivation, self-management ability, learning cooperation ability, information literacy) scores and total scores in each dimension were significantly higher than those before training, and the observation group was significantly higher than the control group ( P<0.05); the two groups of professional maturity scales (career goals, professional self-confidence, professional autonomy, professional value, dependence on relatives and friends, occupation reference) scores of all dimensions were significantly improved compared with those before the training, and the scores of the observation group (career goals, professional self-confidence, professional autonomy, professional value) were significantly higher than those of the control group during the same period ( P<0.05). There was no statistical significance in the comparison between the two groups' dependence on relatives and friends and occupational reference scores ( P>0.05); the teaching satisfaction rate of nursing students in the observation group was 96.08%, which was significantly higher than that of the control group (82.35%). Conclusion:The application of flipped classroom teaching from the perspective of POA theory in the standardized residency training of department of hepatic surgery can significantly improve the autonomous learning ability of nursing students, which is conducive to the improvement of test scores and professional awareness, with high teaching satisfaction.

A study on the correction between English learning efficacy and autonomous learning ability of postgraduates in universities of Traditional Chinese Medicine / 中华医学教育探索杂志

Objective:To investigate the English learning efficacy and autonomous learning proficiency of postgraduates in universities of Traditional Chinese Medicine (TCM), explore whether there is a correlation between English learning efficacy and autonomous learning ability, and to analyze the influence of English learning efficacy on autonomous learning ability.Methods:A questionnaire survey was carried out to assess the levels of English learning efficacy and English autonomous learning in two levels of belief and behavior among 207 postgraduates in TCM universities. Statistical methods such as independent sample t-test, one-way ANOVA, nonparametric Mann-Whitney U-test, and Kruskal Wallis H-test were applied to analyze the data collected in the questionnaire survey. Results:The average score of subjects' English learning efficacy was 2.82 ± 0.60 (1 ≤ ≤ 5), and the average score of subjects' English autonomous learning ability was 3.24 ± 0.53 (1 ≤ ≤ 5). The scores of their autonomous English learning in the level of belief was significantly higher than those of the level of behavior ( t =14.10, P < 0.001). The scores of autonomous learning ability of subjects in Batch 2020 were significantly lower than those in Batch 2021 ( t = 2.64, P = 0.009). Linear correlation analysis showed that there was a moderately positive correlation between English learning efficacy and autonomous learning ability. Conclusion:The English learning efficacy of postgraduates in TCM universities is at the middle-low level and their English autonomous learning ability is at the middle level. Moreover, their English autonomous learning in the level of behavior underperforms the English autonomous learning in the level of belief, and the English autonomous learning ability decreases with the increase of the grades. In addition, the English learning efficacy has a moderate positive influence on autonomous English learning ability.

Application of blended learning in the teaching of undergraduate nursing research / 中华医学教育探索杂志

Objective:To explore the application effect of blended learning on the teaching of nursing research course for undergraduate nursing students.Methods:From March to July 2019, a total of 118 undergraduate nursing students from Batch 2016 of a university in Xinjiang were collected in this study and divided into two groups randomly: the experimental group ( n = 60) and the control group ( n = 58). At the end of the course, the final examination scores of the nursing students were compared, and questionnaires were used to evaluate the critical thinking, self-directed learning ability and satisfaction of nursing students. SPSS 21.0 was used for independent-sample t-test and chi-square test. Results:After the implementation of the course, the scores of nursing research theory and practice of nursing students in the experimental group were (78.97±6.57) points and (83.02±3.50) points respectively, which were better than those of nursing students in the control group (75.48±7.76) points and (81.48±3.86) points. The total scores of critical thinking ability and self-directed learning ability of nursing students in the experimental group (294.67±25.15) and self-directed learning ability (277.67±30.84) were higher than those in the control group (222.03±18.77) and (203.81±33.19). The satisfaction degree of nursing students in the experimental group (93.33%) was better than that in the control group (60.34%), with statistical significance ( P<0.05). Conclusion:The application of blended learning in nursing research teaching can improve the final examination results of nursing students, and contribute to the improvement of nursing students' critical thinking ability, self-directed learning ability and course satisfaction.

Application of task-based teaching method combined with formative evaluation in nursing teaching / 中华医学教育探索杂志

Objective:To evaluate the application effect of task-based teaching combined with formative evaluation in the teaching of Nursing Research. Methods:A total of 56 nursing students from Batch 2016 were selected as the research objects. The task-based teaching method and formative evaluation were applied in the teaching of Nursing Research to guide the students to participate in and complete the whole nursing research process. The changes of students' autonomous learning ability, learning behavior and innovation ability before and after the course were investigated by questionnaires, so as to evaluate the teaching effect. SPSS 24.0 was used for t test and chi-square test. Results:There were significant differences in the scores of students' independent learning ability before the course (90.43±9.45) and that after the course (94.73±9.64) ( t=-11.87, P<0.05), especially in the aspects of information ability, learning and cooperation ability ( P<0.05). There were significant differences in the score of students' innovation ability before the course (73.64±10.12) and that after the course (77.34±12.31) ( t=-3.05, P<0.05), especially in the aspects of innovative thinking ability and innovative practice ability ( P<0.05). In addition, the students' learning behavior also changed significantly, which was manifested in the increased action of preview, review and questioning. Conclusion:Task-based teaching method combined with formative evaluation can improve students' autonomous learning ability, learning behavior and innovation ability.

Effects of Longshengzhi capsule on learning and memory ability of vascular dementia model rats and study on its metabolomics / 中国药房

OBJECTIVE To study the effect of Longsheng zhi capsule on lear ning and memory ability of vascular dementia model rats and explore its mechanism based on metabonomics. METHODS Totally 90 SD rats were randomly divided into sham operation group ，model group ，Dihydroergotoxin mesylate tablet group （positive control ，0.54 mg/kg），Longshengzhi capsule high-dose，medium-dose and low-dose groups （2.16，1.08 and 0.54 g/kg），with 15 rats in each group. In addition to sham operation group （only threading without ligation ），the vascular dementia model was prepared by permanent ligation of bilateral common carotid arteries in each group ，which was administered by gavage for 28 d. Morris water maze test was used to determine the learning and memory ability of rats ；hematoxylin eosin （HE）staining was used to observe the histopathological changes of hippocampus；the serum levels of superoxide dismutase （SOD），malondialdehyde（MDA）and glutathione peroxidase （GSH-Px） were detected ；the serum metabolic map was analyzed by ultra high performance liquid chromatography quadrupole time of flight tandem mass spectrometry （UPLC-Q-TOF/MS），the specific metabolites were screened by multivariate statistical analysis ，and the metabolic pathway was enriched and analyzed. RESULTS Morris water maze test showed that compared with model group ，the escape latency of rats in each administration group was significantly shortened ，the number of crossing the platform was significantly increased ，and the residence time in the target quadrant was significantly prolonged （P＜0.01 or P＜ 0.05）. The results of serum biochemical indexes showed that compared with model group ， the s erum level of SOD increased significantly in Dihydroergotoxine mesylate tablet group and Longshengzhi capsule high-dose group ，the serum level of GSH-Px increased significantly while the MDA level decreased significantly in each administration group （P＜0.05 or P＜0.01）. HE staining showed that Longshengzhi capsule could improve the histopathological damage of hippocampus in vascular dementia model rats. A total of 14 differential metabolites were screened and identified by UPLC-Q/TOF-MS and orthogonal partial least squares discriminant analysis model （VIP＞1 and P＜0.05）. The results of metabolic pathway enrichment analysis showed that the metabolic pathways involved in vascular dementia in rats mainly included vitamin B 6 metabolism，fatty acid metabolism and steroid hormone biosynthesis. CONCLUSIONS Longshengzhi capsule can improve the learning and memory ability of rats caused by vascular dementia. Its effect may be related to improving the oxidative stress injury caused by lipid accumulation in the process of vascular dementia. The metabolic pathways involved mainly include vitamin B 6 metabolism，fatty acid metabolism and steroid hormone biosynthesis.

Shengyutang Improves Learning and Memory Ability of Sleep Deprived Mice by Regulating Levels of Monoamine Neurotransmitters in Hippocampus / 中国实验方剂学杂志

Objective:To observe the effect of Shengyutang on the levels of monoamine neurotransmitters in the hippocampus， and explore its possible mechanism on improving the learning and memory abilities of sleep deprivation （SD） mice. Method:The 50 mice were divided into normal group， model group， estazolam group， Shengyutang low and high dose groups， with 10 mice in each group. A multi-platform water environment was used to prepare SD mouse models. The low and high-dose Shengyutang groups received intragastric administration of 12.5， 25 g·kg^-1， respectively. The mice in the model group were intragastrically administered with the same dose of normal saline daily for 8 weeks. Morris water maze experiment was used to observe the behavioral changes of SD mice in the evasion latency period， the number of crossing platforms， and the stay time in the target quadrant of each group. HE staining was used to observe the pathomorphological changes of the hippocampal tissue of each group. The expression levels of eight monoamine neurotransmitters including serotonin （5-HT），dopandne （DA），epinephrine （EP），norepinephrine （NE），5-hydroxyindole acetic acid（5-HIAA）， high vanillic acid （HVA）， levodopa（<italic>L</italic>-DOPA），and 3，4-dihydroxyphenylacetic acid（DOPAC）were detected by high performance liquid chromatography， and the expression levels of c-Fos protein in hippocampus were detected by immunohistochemistry. Result:Compared with the normal group， the SD mice in the model group were in a poorer general state and severe fatigue was observed. Compared with the model group， SD mice in each dose group of Shengyutang got improved in eating， activity， sleep， hair color， and response to external stimuli. Compared with the normal group， the body weight of SD mice in the model group was significantly reduced （<italic>P</italic><0.05）， but the body weight in the Shengyutang high-dose group increased the most as compared with the model group （<italic>P</italic><0.05）. Compared with the normal group， the hippocampal cells in the model group were disorderly arranged， incomplete in shape， increased in gap and decreased in number. Compared with the model group， the number of neurons in the hippocampus of SD mice in each dose group of Shengyutang increased. Compared with the normal group， the escape latency time of SD mice in the model group was significantly prolonged， the times of crossing platform and the residence time in the target quadrant significantly decreased （<italic>P</italic><0.01）. Compared with the model group， the times of crossing platform and the residence time in the target quadrant of mice in each dose group of Shengyutang significantly increased （<italic>P</italic><0.05， <italic>P</italic><0.01）. Compared with the normal group， the levels of 5-HT， 5-HIAA， <italic>L</italic>-DOPA， DOPAC， EP， NE， HVA and DA in the model group significantly decreased （<italic>P</italic><0.05，<italic> P</italic><0.01）； but these levels in each dose group of Shengyutang were higher than those in model group （<italic>P</italic><0.05）. Compared with the normal group， the average MD value of c-Fos protein in the hippocampus of the model group significantly increased （<italic>P</italic><0.01）， and the expression levels of c-Fos protein in the hippocampus of Shengyutang groups were significantly lower than those in model group （<italic>P</italic><0.01）. Conclusion:Shengyutang can improve the learning and memory abilities of SD rats， and its mechanism may be related to the decrease of monoamine neurotransmitter and c-Fos protein expression.

Effects of Phosphatidylinositol 50 Intake on Memory and Learning Ability in Rats / 日本補完代替医療学会誌

Objective: Phosphatidylinositol (PI) has been suggested to have important functions in intracellular signal transduction and to be effective in improving brain function. However, its effects on memory and learning ability have not been elucidated. Therefore, in the present study, we aimed to clarify the effects of oral administration of 59% purified PI (PI 50) on memory and learning ability in rats. Methods: Wistar male rats were divided into four groups: (1) distilled water administration group, (2) 30 mg/kg PI 50 administration group, (3) 100 mg/kg PI 50 administration group, and (4) 300 mg/kg PI 50 administration group. Effects of oral administration of PI 50 on memory and learning ability were investigated using behavioral and molecular biological techniques. Result: In the learning and memory behavioral tests, the PI 50-administered group showed improvements in spatial memory and learning ability compared to the distilled water-administered group. Additionally, c-Fos- and BrdU-positive cells in the hippocampus increased significantly in the PI 50-administered group. The PI 50-administered group showed a significant increase in BDNF, PKC-α, and MAPK protein expression compared to the distilled water- administered group. Conclusion: These results indicate that PI 50 intake stimulates nerve cell activation and growth factor secretion in the hippocampus by activating the PKC-α and MAPK signal pathways, thus, facilitating the development and proliferation of nerve cells and may affect the enhancement of learning and memory ability. This study provides evidence that PI 50 may affect the enhancement of learning and memory ability.

Analysis on the setting of online elective courses at universities / 中华医学教育探索杂志

With the arrival of education informatization, the online elective courses have become an important means of teaching at universities. Problems, such as insufficient attentions from universities and low learning enthusiasm of students, are quite common. Based on the curriculum setting of online courses at a university, we performed a study to identify root causes of those common problems. Students' gender, major, current academic year and their school-year were collected and analyzed to detect any potential differences in the time spent in studying and course grades. With the results in hands, we propose that universities should promote online elective courses, guide students to scientifically plan study time, stimulate students' initiatives for study, shape out students' self-learning and life-long learning abilities, so as to fulfil the destiny of the online elective courses as a powerful complement to traditional teaching.

Establishment and study of a new mouse brain blast injury model / 中华急诊医学杂志

Objective To develop a new type of blast injury simulator to establish a mouse model of brain blast injury and study its damage mechanism. Methods Thirty healthy Kunming mice were randomly(random number) divided into the normal control group and brain blast injury model (TBI) group. A mouse model of traumatic brain injury was prepared by a self-developed explosive injury simulator. Morris water maze, Evans blue experiment and HE staining were used to observe the effects of shockwave exposure on spatial memory, blood-brain barrier, and pathological changes of brain tissues. T test was used for statistical analysis. Western blot method was used for detecting expression of brain injury markers Tau, S100β, Choline, inflammatory factors IL-1β, IL-4, IL-6, IL-10, NF-κB, apoptosis factors Bcl-2, Bax, Caspase3, and oxide protein stress-related factors IREα, MDA5, COX2 SOD1, and SOD2. Results Compared with the normal control group, (11.2±2.1) s, the time of searching platform in the TBI group was (54.6±8.4) s, was significantly longer (t=-19.330, P<0.05), and the EB exudation in the TBI group was 3.22 times (t=-13.903, P<0.05). Pathological staining revealed neuronal damage in the hippocampus, and TBI induced brain injury markers Tau(0.26±0.03 vs 0.46±0.04,t=-9.788, P<0.05), S100β(0.54±0.03 vs 0.74±0.02,t=-12.433, P<0.05) and Choline(0.54±0.05 vs 0.80±0.04, t=-7.970, P<0.05), inflammatory cytokines IL-1β(0.22±0.04 vs 0.31±0.05,t=-3.431, P<0.05), IL-4(0.65±0.02 vs 0.97±0.03, t=-18.927, P<0.05), IL-6(0.88±0.05 vs 1.07±0.08, t=-9.488, P<0.05) and NF-κB(0.80±0.06 vs 1.03±0.07,t=-4.507, P<0.05), and pro-apoptotic cytokines Bax(0.66±0.04 vs 0.78±0.04, t=-13.007, P<0.05) and Caspase3(0.44±0.03 vs 0.60±0.05, t=-4.472, P<0.05), oxidative stress-related factor pro IREα(0.72±0.06 vs 1.07±0.04, t=-9.665, P<0.05), MDA5(0.47±0.02 vs 0.77±0.02, t=-23.678, P<0.05) and expression of COX2(0.70±0.07 vs 0.86±0.02, t=-6.421, P<0.05), inhibition of inflammation inhibitory factor IL-10(1.14±0.06 vs 0.74±0.07, t=13.729, P<0.05), inhibition of apoptosis factors Bcl-2(0.72±0.05 vs 0.46±0.02, t=11.491, P<0.05) and inhibition of oxidative stress factors SOD1(1.17±0.05 vs 0.99±0.01, t=7.731, P<0.05) and SOD2(0.81±0.05 vs 0.61±0.04, t=10.257, P<0.05) expression. Conclusions The brain injury induced by blast exposure can induce spatial learning and memory loss, blood brain barrier disruption, neuronal damage hippocampus in mice, and promote the expression of brain injury markers, induce inflammation, oxidative stress and apoptosis. The self-developed explosive shock simulator successfully establishes a mouse brain blast injury model.

Factors Influencing Self-directed Learning Ability of Anatomy using Cadaver Dissection: Focusing on Beginning Nursing Students / 의료커뮤니케이션

BACKGROUND: The study is descriptive research study to investigate the self-directed learning ability to explore the facts that influence of anatomy using cadaver dissection beginning nursing students.METHODS: A descriptive research design was used. The data was collected from 31st May to 7 June, 2016. The participants were total 121 first-year nursing students in C University. This anatomy practicum course was composed of three session, and each session was composed of 3hours, 60minutes of body structure and anatomy lecture, 90 minutes of cadaver dissection, and 30minutes of summary.RESULTS: The results of the study showed that satisfaction with cadaver dissection was statistically significant in the usefulness in connection with the major of nursing (r=.543, p < .001), educational understanding (r=.465, p < .001), and nursing learning motivation (r=.517, p < .001). As the nursing learning motivation increased, self-directed learning ability increased. Also nursing learning motivation influenced self-directed learning (β=0.266, p < .01).CONCLUSION: It is necessary to develop a program that can link theoretical education with practicum education of anatomy using cadaver dissection for efficient learning of the anatomy major courses of nursing students.

Influence of students' autonomous learning ability on problem-based learning — taking medical psychology course as an example / 中华医学教育探索杂志

Objective Studies have shown that problem based learning (PBL) can improve the students' ability of autonomous learning.However,it is unclear whether students' autonomous learning ability will affect students' evaluation in PBL teaching.This study took medical psychology course as an example to explore the influence of medical students' autonomous learning ability on PBL teaching effect.Methods 43 8-year program medical students of Grade 2010 and 2011 were enrolled in this study.Scale was used to assess medical students' autonomous learning ability before the start of the PBL teaching.Self made questionnaire was used to survey the students' evaluation in PBL teaching.Linear correlation analysis was used to detect the relationship between medical students' autonomous learning ability and students' evaluation in PBL teaching and their examination results.Results Medical students' autonomous leaming ability is significantly positively correlated to the students' evaluation of PBL teaching (P＜0.05).The correlation coefficient between learning motivation and "PBL enhanced learning interest" or "PBL enhanced information utilization ability" was high (r=0.507 and 0.536,respectively).It showed that students with stronger autonomous learning ability had more positive evaluation of PBL teaching.The students' learning motivation was also positively correlated to the test score (r=0.416,P=0.006).Students with stronger learning motivation had higher test score in the final exam.Conclusion These results indicate that the relationship between the students' autonomous learning ability and PBL teaching is bidirectional.The students with more powerful ability of autonomous learning will be more active in the process of PBL teaching,and the positive experience will promote their autonomous learning ability in turn.

Assessment to the impact of task list management on the self-directed learning ability of junior nurses by standardized training / 中国实用护理杂志

Objective To assess the impact of task list management on the self-directed learning ability of junior nurses by standardized training.Methods A total of 86 junior nurses entering hospital from June to August in 2016 were divided into observation group and control group by random digits table method with 43 cases each.The junior nurses in observation group received standardized training by task list.Those in control group received standardized training in tradition.After six months,the self-directed learning ability was assessed by Self-Learning Ability Evaluation Acale in two groups.Results Self motivation beliefs,task analysis,self-monitoring and self regulation and self evaluation score and self learning ability scores after the training of junior nurses were(43.90±7.71),(21.40±3.41),(34.47±5.80),(13.65±2.05),(112.70±11.33)points in observation group,(37.33±5.77),(19.14±3.87),(29.07±4.79),(12.58±2.48),(98.14±9.05)points in control group,the difference was statistically significant(t=2.182-6.633,P＜0.05).Conclusions The task list management can improve the self-directed learning ability of junior nurses by standardized training.