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@#Abstract: Objective To collect the cases of laboratory-acquired infections (LAI) reported in literatures in China, summarize the infection routes and causes of LAI in China, in order to improve laboratory staff's understanding of its occupational health and safety risks. Methods The cases of laboratory-acquired infection reported in domestic literatures were collected from PubMed, CNKI, Wanfang Database, CBM China Biomedical Literature Database up to April 11, 2022, retrospectively analyze the number and causes of LAI reports, the main risk factors of LAI and its harm to society, the consequences of LAI or the leakage of pathogenic microorganisms, and put forward the relevant countermeasures of biological safety. Results A total of 22 LAI reports were collected, reviewed and integrated into 21 reports. There were 7 kinds of pathogenic microorganisms. The main pathogenic microorganisms were hantavirus (42.86%, n=9) and Brucella (33.33%, n=7). There were 122 cases and 3 deaths in the laboratory. Most of the reports came from research laboratories (66.67%, n=14). The main route of infection was inhalation of aerosol (42.86%, n=9), followed by transdermal route (38.09%, n=8). Conclusions Failure to report LAI events will increase the risk of pathogenic microorganisms spreading to people outside the laboratory and the environment through infected laboratory staff. Local health institutions and laboratories should be encouraged to report LAI cases as a powerful tool for monitoring accidental leakage of pathogenic microorganisms and further improving laboratory biosafety. The laboratory needs strong biosafety measures to protect staff's health and prevent environmental pollution caused by accidental leakage of pathogenic microorganisms.
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Objective To discuss the application and effect of evaluation system in the experiment teaching of pathogenic biology and immunology.Methods The study was based on result of the peacetime assessment,operating test and theory test of 1303 clinical medicine students of Grade 2013.Reversion 3.2.3 was used to calculate the normal distribution,difficulty index,discrimination index and correlation coefficient,and then the characteristics of the assessment methods and the relationship among the components were analyzed.Result The operation test and theoretical test showed a good normal distribution,but the peacetime result showed a certain negative skewness.It was an easy evaluation model because the difficulty index of the examination system was more than 0.70.In peacetime grade,the proportion of high scores accounted up to 62.09％,and the degree of differentiation was low,only about 0.10.In the evaluation system,there were significant positive correlations (r＞0,P＜0.01) in the peacetime,operation and the theoretical results.Conclusion The performance,operation and theoretical results according to the 3:3:4 ratio is reasonable,but some of the problems need to be improved.
ABSTRACT
As the integration of human parasitology and medical microbiology curriculum, pathogen biology, although constructed and developed about 20-years, didn't realize the true integration of the two disciplines. Beyond that, it was also faced with numerous difficulties such severe compression of human par-asitology class, lack of teaching materials to achieve the true meaning of integration, difficulty to cultivate teachers and so on. The organ-system based learning (OBL) curriculum model may provide new strategies for the dilemma, to be resolved through the following channels: Rearranging the curriculum and teaching materials based on the classification of pathogenic organism parasitic or invasive organs; Corresponding training in microbiology and parasitology teaching by teachers continuous realization, while highlighting the professional teaching level of highly qualified teachers in both courses.
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Being an important basic medical course, Pathogenic biology is a bridge discipline to connect basic medicine with clinical medicine. Experiment teaching of pathogenic biology has auxiliary function for grasping and understanding the theory of knowledge. As a new teaching mode,microlecture brings more changes for classroom teaching. Microlecture video has a positive role in arousing students’learning interest because of some characteristics including short,vivid,visual and auditory coordination. This article disccussed the advantages of teaching ideas and methods of microlecture, combined with experimental course contents and features of pathogenic biology to introduce the application and function of microlecture in experimental teaching of pathogenic biology.
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To enable students to better grasp the basic skills of pathogenic biology and im-munology experimental teaching , and make full use of the characteristics of experimental teaching to train students' scientific quality and innovative consciousness , the reform of pathogenic biology and immunology experiment teaching was explored. Microbiology, Parasitology and Immunology experiment were integrated into an experimental course , and corresponding laboratory was set up to take an in-dependent experimental teaching. Through renewing experiment teaching idea, some measures were taken such as modularization and personalization of the teaching content, the establishment of a com-plete management system , writing a new experimental course to match the experiment , improving teaching methods and developing students' innovative experiments to improve their enthusiasm and in-terest for experimental class learning, thus enhancing their innovation ability.
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The basic medication is an important part of the medical education and modem medical education has been characterized by innovative education. From innovative thoughte and quality training links as education concept, teaching mode, knowledge structure, training of method and ability, the research explores and practices how to stimulate the students' activity and consciousness, in the process the education of pathogenic biology to cultivate their innovative thinking ability.
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Objective To investigate the effect of the examination mode which focuses on students' comprehensive skill and capability, and then provide some references for the consummation of the examination evaluation system of the course of pathogenic biology and immunology experiments. Methods Students of five-year class of stomatology of Grade 2009 were selected to sit the innovating examination. The evaluation of the effect was analysed by the way of a questionnaire. Results Many students set higher values on the innovating course arrangement and examination mode which improved their capacity of experimental design, operational technique, writing of laboratory reports, innovative ability and so on. Conclusion The innovating course arrangement and examination mode are superior compared to the old one and can improve students comprehensive ability.
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Experiment teaching is a most important item of college teaching, and plays a vital and unexchangeable role to train students for their ability to practice and to innovate. To construct a feasible and scientific examination system of experiment teaching, will significantly help deepen the reformation of experiment teaching and improve the teaching quality. So according to the request for cultivating qualified ap- plication person, we preliminarily constitute the valuation system throughout the whole course and in the final, of theoretic examination and practice examination, and combined with students’ self-valuation and valuation from teachers. In fact, the system works well with a perfect effect.
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The examination mode which focuses on comprehensive and designing experiments is established for the course of pathogenic biology and immunology experiments. The test of experiment modules and the identification of pathogenic morphology are utilized to assess students'skill objectively. This item is expected to be beneficial to improving students'innovating spirit and enhancing their ability to analyse and resolve problems.