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The rapid development of laboratory medicine contributes greatly to the constant improvement on the quality of research papers published in the Chinese Journal of Laboratory Medicine. Compared with the status of international laboratory medicine and the level of international journals of laboratory medicine, there are still plant of rooms for improvement for the Chinese Journal of Laboratory Medicine, and arduous efforts are needed to further improve the quality of research papers published in the Chinese Journal of Laboratory Medicine.
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Objective:To explore application of mixed teaching platform in the clinical practice teaching of the laboratory medicine in Children's hospitals.Methods:We constructed a mixed online and offline teaching platform based on the Laboratory Quality Management System (LQMS) in the Children's Hospital of Chongqing Medical University. The undergraduates from Batch 2016 ( n=15) and Batch 2018 ( n=12) of College of Laboratory Medicine of Chongqing Medical University were taken as control group and experimental group respectively. Traditional teaching method was adopted by the control group, and the mixed teaching method was adopted by the experimental group. The results of two groups' clinical practice assessment, rate of outstanding students (total score ≥ 90) and rate of satisfaction (score ≥ 90) were compared to evaluate the teaching effect. SPSS 17.0 was used to conduct t-test and Chi-square test. Results:The database of teaching platform includes 68 teaching cases, 198 pieces of courseware, 305 clinical cases and 3 036 atlases. The test bank has accumulated 4 657 tests, covering clinical laboratory, immunology, biochemistry, microbiology and blood transfusion. The results of students in experimental group were significantly better than those of the control group [the score of clinical practice assessment: (85.90±5.04) vs. (78.90±6.75)( P<0.05); rate of outstanding students: 33.3% (4/12) vs. 6.7% (1/15), P>0.05; rate of satisfaction: 86.7% (13/15) vs. 100.0% (12/12) ( P>0.05). Conclusion:The mixed online and offline teaching platform based on the LQMS is highly recognized by students and can significantly improve the effect of clinical practice teaching, which can provide typical medical case teaching at any time and make up for limited case type in children's hospital.
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In order to optimize the undergraduate teaching methods and improve students' comprehensive competitiveness, this study explored the scientific research training methods of medical laboratory undergraduates during medical internship. On the premise of ensuring that students carry out clinical practice according to the internship plan, the research group leads students to carry out scientific research training in their spare time. The scientific research training was divided into two stages. In the first stage, on the basis of informed consent and independent choice, the students in the control group were trained by self-regulated learning and teachers' question answering, while the students in the experimental group were trained by the way of centralized scientific research lectures and scientific research practice. In the second stage, all the students were in independent research and exploration under the guidance of teachers within 5 months. The results showed that in the process of independent research, the time of topic selection in the experimental group [(3.5±1.1) days] was significantly shorter than that in the control group [( 5.4 ± 1.9) days], and the time of topic design in the experimental group [(12.2±2.5) days] was significantly shorter than that in the control group [(14.6±3.1) days]. It shows that carrying out scientific research training in the medical internship stage of undergraduates is helpful to increase the efficiency of students' later independent research and accelerate the process of independent research.
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Cultivating comprehensive personnel with competent professional ethics, technical skills and scientific research capabilities is the goal and task of today's laboratory medical education. How to make full use of diversified teaching materials, tools and methods to improve teaching quality is worthy of exploration and thinking in laboratory medical teaching units. In this paper, using mind map as a tool, taking the COVID-19 epidemic as an example, we intend to design a set of multidisciplinary and all-round integrated curriculum of medical laboratory education, and discuss the application status and prospect of integrated curriculum and mind map in medical laboratory education. Through doing this, we aim to optimize the training goals of laboratory medicine education, innovate the teaching methods and boost the training efficiency of laboratory medicine education to keep up with the times.
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Cerebrospinal fluid (CSF) is a colorless and transparent fluid filling the ventricular system, subarachnoid space, and central canal of the spinal cord, which could directly reflect diseases from the human central nervous system. As advanced technologies were used widely in CSF-based tests, they provided a new perspective for diagnosing, prognosis and treatment monitoring of central nervous system diseases based on CSF. The main challenges currently are resolving the biological variation of CSF markers, selecting appropriate technologies, and standardizing CSF-based analysis.
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As an important supporting discipline of medical science, laboratory medicine plays an important role in the early diagnosis, monitoring of treatment efficacy, prognosis and risk assessment. The 21st century is an era of digital information. New detection technologies, computer science and big data of internet have brought enormous opportunities and challenges to the development of laboratory medicine. In the new era, one of the most important tasks for laboratory workers is how to make use of the revolution of information science to realize the new development of laboratory medicine. This article reviews the development of laboratory medicine, especially focusing on the orientation and future development of laboratory medicine in the new era, in order to create the prosperity of laboratory medicine development.
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The application of machine learning has become an important direction for the development of intelligent laboratory medicine. Recently, the rapid development of open-source software and publicly available data sources made the application of machine learning highly accessible. It reduced the requirement for developers to have necessary matter knowledge and also facilitated a surge in interest and publications. However, the practicality and reproducibility of machine learning models still remain unclear. In the face of these challenges, some countermeasures were proposed, including strict control of data quality, improvemrnt of model applicability, establishment of model selction and validation strategies, enhancement of model interpretability and reproducibility. Machine learning helps to break through the bottleneck of clinical translation of laboratory big data and improve the quality of diagnostic services in the laboratory medicine.
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With the enhancement of computing power and the continuous development of machine learning and deep learning algorithms, artificial intelligence (AI) has gradually become an important tool for human activities and has also given new vitality to the fields of life science and medicine. For laboratory medicine, it is both an opportunity and a challenge. The combination of inspection big data and AI algorithms has promoted the improvement of morphological inspection capabilities, the optimization of inspection processes, the discovery of new knowledge, and the development of disease diagnosis models. It has become a convenient and intelligent assistant for disease prevention, diagnosis and prognosis prediction.
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In recent years, machine learning has become a hot spot in various research fields. Using machine learning can realize the transformation from data driven to knowledge discovery, which is an important development direction of laboratory intelligence in the future. The application of machine learning in laboratory medicine has shown great potential, but t it also has many challenges and difficulties. The direction of our joint efforts is to promote the clinical transformation of machine learning technology, realize the practicality and industrialization in medical laboratories, and achieve the goal of assisting clinical decision-making as soon as possible.
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Objective:To explore the application value of case-based learning (CBL) and problem-based learning (PBL) dual-track teaching mode in the standardized resident training in laboratory medicine.Methods:The students of Grade 2017 and Grade 2018, who underwent standardized resident training of laboratory medicine in the Second Affiliated Hospital of Wenzhou Medical University from September 2017 to June 2021, were selected in this study. Seven students of Grade 2017 were served as the traditional lecture teaching group (traditional teaching group), and 12 students of Grade 2018 were assigned to the CBL-PBL dual-track teaching mode group (CBL-PBL group). Students of the two groups received 22 months of laboratory specialty training, and underwent one admission theory assessment,two mid-term theory assessments, annual professional level test, final theory assessment, final practical skills assessment as well as questionnaire survey. The questionnaire was distributed and finished anonymously after the final assessment. Survey indicators included ability assessment on solving clinical problem, assessment on the theoretical knowledge, computer operation skill, preparation time before teaching, teaching method satisfaction degree and clinical recognition. The results were divided into 5 categories: extremely agree, agree, general, disagree and extremely disagree, respectively (ranked as 5, 4, 3, 2, and 1). The Cronbach′s α coefficient was used to analyze the reliability of the questionnaire.Results:The mid-term theory assessment, annual professional level test and assessment results of clinical outcome interpretation were significantly higher in CBL-PBL dual-track teaching mode group than those in traditional lecture teaching group (all P<0.05). The performance after standardized resident training was significantly higher in the CBL-PBL group than in the traditional teaching group ( P<0.05). The Cronbach′s α coefficient of questionnaire reliability analysis was 0.938. Parameters assessment results including improved clinical problem-solving skills, computer operation skill, the ability to analyze and solve problems, the ability of innovation and adaptation, the learning interest, the ability of autonomous learning, teaching method satisfaction and conventional application to clinical recognition scores were all significantly better in the CBL-PBL group than those in the traditional teaching group (all P<0.05). Conclusion:The application of CBL-PBL dual-track teaching mode for the standardized resident training in laboratory medicine can effectively improve the assessment results and performance of students undergoing standardized resident training, and help to cultivate high quality medical laboratory professionals.
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Objective:To analyze and summarize the overall results of application and funded projects by the National Natural Science Foundation of China (NSFC) in the field of laboratory medicine from 2010 to 2021.Methods:Application and granting data in the field of laboratory medicine during 2010 and 2021 were collected from NSFC. Amount of funded projects, geographical distribution, supporting institution, distribution of keywords and representative research results in the field of laboratory medicine were analyzed. The overall characteristics of funded project in the past decades were summarized.Results:From 2010 to 2021, NSFC received a total of 7 746 project applications, among which 1 152 projects and a total of 506.317 million RMB were funded in the field of laboratory medicine. Project applications increased from 228 in 2010 to 1 184 in 2021. Among them, the number of funded projects increased from 36 in 2010 to 137 in 2021, accompanied by an increase in the amount of project grants from 10.12 million RMB in 2010 to 65.38 million RMB in 2021, but there is still a gap compared with other disciplines. In the field of laboratory medicine (H26), the sub-disciplines H2605 (molecular biological examination) and H2606 (new technologies and methods for laboratory medicine research) were the two directions with the highest number of funded grants, with a total of 688 grants, accounting for 59.7% (688/1 152) of the total funded grants. Among the region of funding, Beijing, Guangdong, Shanghai, Chongqing, Zhejiang and Jiangsu were the top six regions with the successful funding, accounting for 60.2% (695/1 152) funded projects. Thirty supporting institutions received 826 grants in the field of laboratory medicine, accounting for 71.7% (826/1 152) funded projects. Among all the funded projects tumors (37.1%, 427/1 152), infectious diseases (26.9%, 310/1 152), circulatory diseases (5.3%, 61/1 152), autoimmune diseases (4.3%, 49/1 152), and endocrine and metabolic diseases (2.8%, 32/1 152) ranked the top disease types of successful funding; proteins (33.4%, 385/1 152), DNA (19.4%, 224/1 152), RNA (17.3%, 199/1 152), exosomes (6.0%, 69/1 152), and cells (5.9%, 68/1 152) ranked the top targets of successful funding; nanotechnology (6.0%, 69/1 152), mass spectrometry (3.0%, 34/1 152), probe technology (1.82%, 21/1 152), electrochemical technology (1.6%, 19/1 152), and second-generation sequencing technology (1.6%, 18/1 152) ranked the top technologies of funded projects. Within the last decade, many breakthroughs have been made by many distinguished national research groups in developing reference ranges, identifying novel biomarkers, and inventing novel laboratory medicine technologies.Conclusions:The number of projects and the total funding amount are increasing annually in the past decade in the field of laboratory medicine granted by NSFC. The funding of different secondary codes, regions and supporting units varies remarkably, and the scope of funded projects is wide. Many research groups have achieved landmark progress in novel biomarker identification and technology development. The overall level of research in the laboratory medicine is expected to be significantly improved in the future.
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It is an urgent need for the development of medical and health undertakings in the new era to build a high-quality university education system and cultivate high-quality personnel for laboratory medicine. In the process of building a national first-class specialty, the medical laboratory technology specialty of Southern Medical University adheres to the concept of high-quality university education and improves the training level of laboratory medicine personnel through the teaching reform practice of constructing the whole-process moral education system, systematical training mode, internationalized teaching team, and intelligent teaching technology. In this paper, we analyzed the connotation and construction experience of a high-quality university education system of laboratory medicine, in order to increase the exchange and communication between different colleges and universities, and make contributions to the national strategic goal of building a powerful country in education before 2035.
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Research on the application of artificial intelligence in laboratory medicine has become an important direction for laboratory development. However, there were still problems in the process of product application research and development of artificial intelligence technology, such as lack of interpretability of machine learning models, lack of talent teams, and many potential safety hazards. The reason for this may include low quality of data sets, deviations in research design, imperfect talent training mechanism, and inadequate legislation and supervision. In response to these reasons, the article proposes countermeasures, including establishing data entry and collection standards, formulating data labeling management standards, making model risk analysis, strengthening compound talent training, and improving supervision and management systems. Ensuring artificial intelligence products applied in the field of laboratory medicine could effectively improve the quality of medical services on the premise of improving the efficiency of diagnosis and reducing the rate of misdiagnosis and missed diagnosis.
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With the development of the fourth industrial revolution, the influence of automated and artificial intelligence on the pre-analytic-, analytic, and post-analytic processes of laboratory medicine continues to increase. The application of artificial intelligence to large-scale clinical data sets generated through the improvement of automation helps discover new knowledge, develop new models, and explore new fields. Point-of-care testing has the advantages of easy operation, portability, intelligence, and widely application. The application of artificial intelligence in predictive models will promote precision laboratory medicine. In the recent outbreak of the new coronavirus, artificial intelligence has sprouted a new direction in laboratory medicine.
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The application of artificial intelligence (AI) technology in laboratory medicine has shown great potential, but it also has many challenges and difficulties. Understanding the basic principles, evaluation methods, application scenarios, advantages and limitations of artificial intelligence can facilitate its use in the working practice. In the near future, AI will be fully applied in clinical testing, enabling laboratory medicine to play a more accurate role in disease diagnosis, curative effect monitoring, prognositic judgment and other aspects. With the help of AI technology, laboratory medicine has a promising future.
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Objective:To explore the application of the pioneering TEBMCL (task based evidence-based laboratory medicine team cooperative learning) teaching mode in the teaching of Clinical Biochemical Laboratory Technology. Methods:A total of 336 undergraduates of medical laboratory from 3 classes of Batch 2014 were selected as research objects, and 112 students in class 1 were randomly selected as the teaching reform class, 113 students in class 2 were randomized into control class 1 and 111 students in class 3 into control class 2. The teaching effects achieved by applying the TEBMCL teaching mode to the teaching of Clinical Biochemical Laboratory Technology in the three classes were compared comprehensively and the TEBMCL teaching mode was also evaluated. The Access 2010 and SPSS 17.0 statistical analysis methods were used for statistical analysis. Results:Learning effect: ①Compared with the basic test of the three classes, there was no statistical differences ( P > 0.05); but the in-class test after each chapter showed that the results of the teaching reform class were better than those of the other two classes ( P < 0.05). It was also found that the performance of the control class 1 was better than that of the control class 2 after applying the new TEBMCL teaching mode in the second chapter ( P < 0.05). ②In a number of indicators, it was found that the scores of the reform class were better than those of the control class 1 and the control class 2 ( P < 0.05); ③In the terms of excellent grade and good grade, the teaching reform class was ahead of the control class 1 and the control class 2, and none of students in the teaching reform class failed the graduation design (thesis). In the terms of questionnaires and seminars: TEBMCL teaching mode was carried out for juniors who had professional basic knowledge, with short prcoess and high efficiency, while this method still needed to be improved. Conclusion:The new TEBMCL teaching mode has significant advantages compared with the traditional teaching mode, which can better promote the cultivation of students' abilities and improve the degree of knowledge mastery.
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Introdução: Os testes laboratoriais exercem papel fundamental no atendimento médico de uma maneira geral há muitos anos. Além disso, o gasto com exames laboratoriais representa menos de 3% do custo total em saúde, tornando a relação custo-benefício altamente favorável ao uso dessa ferramenta. A despeito dessa enorme importância, a educação médica em relação a testes laboratoriais no Brasil ainda é incerta não existindo dados concretos sobre o ensino da Patologia Clínca/Medicina Laboratorial até a data do estudo (2019). Objetivo: Pretende-se traçar um panorama atual do ensino da Patologia Clínica/Medicina Laboratorial na graduação das escolas médicas do Brasil, comparando com o ensino da Patologia Geral. Materiais e métodos: Foi realizada uma pesquisa de levantamento ou um inquérito de dados das matrizes curriculares das escolas médicas do Brasil, por meio do acesso ao seu portal eletrônico. A relação de todas as instituições de ensino médico foi obtida junto ao site do Ministério da Educação no ano de 2019. Resultados: No Brasil há um predomínio de escolas privadas sobre públicas, sendo método de ensino tradicional (59%) mais comum em relação ao Problem-Based Learning (39%). Somente 23% das escolas médicas do Brasil possuem a disciplina de Patologia Clínica/Medicina Laboratorial em suas matrizes curriculares. Em contrapartida, a Patologia Geral está presente em 57% das escolas. A região Centro-Oeste possui a menor prevalência (14,24%) quanto ao ensino de Patologia Clínica/Medicina Laboratorial, enquanto que a região Sudeste mostrou a maior prevalência (28,57%). Conclusão: Apenas 23% das escolas médicas no Brasil possuem o ensino da Patologia Clínica/Medicina Laboratorial em suas grades curriculares. (AU)
Introduction: Laboratory tests play, in general, a fundamental role in medical care for many years. In addition, the cost of laboratory tests represents less than 3% of the total spent on the health system, making the cost-benefit ratio highly favorable to its use. Despite this enormous importance, medical education regarding those tests in Brazil is still uncertain, with no concrete data about the teaching of Clinical Pathology/Laboratory Medicine found until the date of the study (2019). Objective: To draw a current overview of the teaching of Clinical Pathology/Laboratory Medicine in undergraduate medical schools in the country, comparing with the teaching of General Pathology. Materials and methods: A survey was conducted by a data collection from curricular matrices of medical schools in Brazil, by the access to their websites. The list of the medical education institutions was obtained by the website of the Ministério da Educação in 2019. Results: In Brazil there is a predominance of private over public schools, the traditional teaching method (59%) is more common in relation to Problem-Based Learning (39%). Only 23% of medical schools in Brazil have the subject of Clinical Pathology/Laboratory Medicine in their curriculum matrix. In contrast, General Pathology subject is present in 57% of the schools. The Midwest region has the lowest prevalence (14,24%) regarding the teaching of Clinical Pathology/Laboratory Medicine, while the Southeast region showed the highest prevalence (28,57%) .Conclusion: Only 23% of medical schools in Brazil have the teaching of Clinical Pathology/Laboratory Medicine in their curriculum.
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Pathology, Clinical/education , Education, Medical , Educational Measurement , Pathology, Clinical , Schools , Schools, Medical , Education, Medical/methodsABSTRACT
BACKGROUND: Poor reporting quality in diagnostic accuracy studies hampers an adequate judgment of the validity of the study. The Standards for Reporting of Diagnostic Accuracy Studies (STARD) statement was published to improve the reporting quality of diagnostic accuracy studies. This study aimed to evaluate the adherence of diagnostic accuracy studies published in Annals of Laboratory Medicine (ALM) to STARD 2015 and to identify directions for improvement in the reporting quality of these studies.METHODS: Two independent authors assessed articles published in ALM between 2012–2018 for compliance with 30 STARD 2015 checklist items to identify all eligible diagnostic accuracy studies published during this period. We included 66 diagnostic accuracy studies. A total of the fulfilled STARD items were calculated, and adherence was analyzed on an individual-item basis.RESULTS: The overall mean±SD number of STARD items reported for the included studies was 11.2±2.7. Only five (7.6%) studies adhered to more than 50% of the 30 items. No study satisfied more than 80% of the items. Large variability in adherence to reporting standards was detected across items, ranging from 0% to 100%.CONCLUSIONS: Adherence to STARD 2015 is suboptimal among diagnostic accuracy studies published in ALM. Our study emphasizes the necessity of adherence to STARD to improve the reporting quality of future diagnostic accuracy studies to be published in ALM.
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Checklist , Compliance , Diagnostic Tests, Routine , JudgmentABSTRACT
Increasingly more people are in a state between health and disease due to different life styles, which modern medicine calls “suboptimal health”. If the suboptimal health state lasts too long and not interfered in time, it will eventually progress to disease. Early identification of suboptimal health status and early intervention are important for preventing diseases and restoring a healthy state. There are many ways for detecting suboptimal health. A more objective method to diagnose suboptimal health status is by experimental indicators of laboratory medicine. However, there are difficulties in establishing the parameters and reference value ranges in laboratory detection of suboptimal health, and laboratory medicine needs to combine big data analysis and machine learning to make a scientific evaluation of suboptimal health status.
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In order to improve the core competitiveness and the comprehensive ability of laboratory medicine students, we implemented the clinical teaching mode of evidence-based laboratory medicine in the department of Clinical Laboratory Center of Beijing Children's Hospital, Capital Medical University. This study relied on the platform of National Center for Children's Health, which had abundant case resources and excellent expert team. This study started with the clinical problem, summarized the scientific problem, and carried out teaching activities around the scientific problem. By guidance of the teachers, students used evidence-based medicine methods (clinical case information collection, literature reading, interviews with clinical experts and experimental data collection) to solve the clinical problem. Through research cases,evidence-based medicine methods, clinical thinking and scientific thinking were imparted to students, which can help them integrate theoretical knowledge with clinical practice, and improve learning efficiency, training in clinical thinking and scientific research innovation ability, so as to enhance core competitiveness.