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Medical microbiology experiment is faced with many problems in online teaching. This study adopts the teaching mode of online live broadcast + operation video + virtual experiment, and make up the operation gap to some extent through operation video and virtual experiment. The mode of assessment is subjective thinking question (closely following the operation process) + experiment design + literature review (focusing on the key technology or new technology of clinical assessment that cannot be carried out due to the limitation of conditions in traditional experiments, such as mass spectrometry, fluorescence quantitative PCR, and G-test), and it is helpful to understand students' mastery of teaching objectives, and the ability of comprehensive application and innovative thinking. The student questionnaire shows that most students hold a positive attitude towards the online experimental teaching mode, and the quality of students' homework shows that most students have a good learning effect.
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Medical microbiology is one of the compulsory courses of basic medical sciences, which lays an important theoretical foundation for the follow-up study of infectious diseases, contagions, tumors, and so on. The course of medical microbiology in our college adhered to the concept of student-centered, diversified teaching, scientific evaluation, and continuous improvement. Teaching design was a cross-link of general theories, specific chapters, clinical cases, theory and practice, and the ideological and political education throughout the curriculum. Lectures adopted the mode of offline teaching (such as flipped classroom, case analysis, and comprehensive experimental design), online assistance (such as classroom test, stage test, extracurricular homework, and questionnaire survey), and combined process evaluation. This teaching mode also reflected the deep integration of information technology and classroom teaching. With the development and construction in these years, medical microbiology has completed the renewal of curriculum resources, the construction of online question bank, the construction and design of ideological and political case bank, and process evaluation (10 points of usual score + 10 points of case study + 10 points of experimental performance + 100 points of final examination multiplied by 70%). There was no significant difference in the results of qustionnaire survey in terms of the improvement of independent learning ability, curriculum evaluation system and satisfaction feedback. Students in Batch 2019 were most satisfied with the teaching of keeping pace with the times and the guidance of positive outlook on life and values.
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Background: Rubella infection in pregnant mothers is of great concern as it acts as a teratogen causing abortions, still births, intra-uterine foetal deaths and multiple birth defects. In India, rubella causes significant bad obstetric pregnancy outcome including congenital deformities due to lack of proper surveillance and immunization coverage with rubella vaccination. Aim: To determine Sero-prevalence of rubella IgM and IgG antibodies in Bad Obstetric History (BOH) pregnant women in Tertiary Rural Medical College in Eastern India. Materials and Methods: Cross sectional study was conducted from 1st January 2017 to 31st March 2017 on sera of 100 antenatal mothers with bad obstetric history aged between 20-40 years of age group with pregnancy of ≥18 wks. Rubella IgM and IgG antibodies were assessed by ELISA. Statistical Analysis: Percentage, proportions and ᵡ2 test were applied. Results: Eleven per cent (11%) sero-prevalence for IgM antibodies and 54% for IgG antibodies was observed with maximum sero-positivity among 20-25 years mothers. Repeated abortions were the commonest pregnancy outcome. Conclusion: All antenatal cases should be routinely screened for rubella, so that early diagnosis will help in proper management and foetal outcome and strong recommendation for universal coverage of MMR in early age group of children.
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Background: Rubella infection in pregnant mothers is of great concern as it acts as a teratogen causing abortions, still births, intra-uterine foetal deaths and multiple birth defects. In India, rubella causes significant bad obstetric pregnancy outcome including congenital deformities due to lack of proper surveillance and immunization coverage with rubella vaccination. Aim: To determine Sero-prevalence of rubella IgM and IgG antibodies in Bad Obstetric History (BOH) pregnant women in Tertiary Rural Medical College in Eastern India. Materials and Methods: Cross sectional study was conducted from 1st January 2017 to 31st March 2017 on sera of 100 antenatal mothers with bad obstetric history aged between 20-40 years of age group with pregnancy of ≥18 wks. Rubella IgM and IgG antibodies were assessed by ELISA. Statistical Analysis: Percentage, proportions and ᵡ2 test were applied. Results: Eleven per cent (11%) sero-prevalence for IgM antibodies and 54% for IgG antibodies was observed with maximum sero-positivity among 20-25 years mothers. Repeated abortions were the commonest pregnancy outcome. Conclusion: All antenatal cases should be routinely screened for rubella, so that early diagnosis will help in proper management and foetal outcome and strong recommendation for universal coverage of MMR in early age group of children.
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In this study,a new medical microbiology experiment teaching system,which was based on outcome-based education combined with inquiry-based teaching model,was developed and evaluated.According to the professional requirements of doctors,the objectives of emotion and comprehensive experimental ability were added,and the requirement for experimental operation skills was raised.In accordance with the concept of inquiry-based teaching,experimental contents were reorganized,and practical operation contents and comprehensive analytical experiments were increased to facilitate students' abilities of independent thinking and innovation.In addition,the proportion of microbiology laboratory examination was increased,experimental skill examination was focused,the assessment method was reformed,and extracurricular interest groups were established to deepen the learning.The teaching effect was evaluated by questionnaire,performance and follow-up survey.The result showed that the new model increased the students' course scores,improved their capability in innovation,academic writing and clinical working,and strengthened the weakness of traditional teaching in application and exploration,providing a new idea for the reform in medical microbiology experiment teaching.
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In this study, a new medical microbiology experiment teaching system, which was based on outcome-based education combined with inquiry-based teaching model, was developed and evaluated. According to the professional requirements of doctors, the objectives of emotion and comprehensive experimental ability were added, and the requirement for experimental operation skills was raised. In accordance with the concept of inquiry-based teaching, experimental contents were reorganized, and practical operation contents and comprehensive analytical experiments were increased to facilitate students' abilities of independent thinking and innovation. In addition, the proportion of microbiology laboratory examination was increased, experimental skill examination was focused, the assessment method was reformed, and extracurricular interest groups were established to deepen the learning. The teaching effect was evaluated by questionnaire, performance and follow-up survey. The result showed that the new model increased the students' course scores, improved their capability in innovation, academic writing and clinical working, and strengthened the weakness of traditional teaching in application and exploration, providing a new idea for the reform in medical microbiology experiment teaching.
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The case-based teaching was inserted in the lecture-based teaching in clinical microbiol-ogy. The teachers conducted the case-based teaching through proper selection of cases, leading students to discuss and analyze cases. The students explored and reported from the cases independently. Finally, the teachers summarized and evaluated from the case-based teaching. The combination of case-based teaching and lecture-based study stimulated the students' interest in learning and motivation, consolidated their theoretical knowledge, cultivated their abilities of self-learning and clinical idea, and made the correlation between the theory and the clinical practice closely. These methods improved the teaching quality of clinical microbiology.
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Skill competition is part of experimental teaching and is also an important way to explore the reform of experiment teaching.These skills competition of medical microbiology and immunology hold three-stages,including thesis writing,competition of experimental skills and experimental report.It plays an important role in knowledge integration of medical microbiology and:mmunology,promotion of students' enthusiasm and initiative,cultivation of students' clinical thinking ability,scientific research consciousness and autonomous learning ability.
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According to the trend of the development of the quality education, it is necessary to re-form the traditional homework assignments in medical microbiology for improving the innovation ability of students. This program attempts to reform the homework on clinical medicine undergraduates. First, the teacher must master diversified knowledge, and then the student design and finish the homework combine with personal characteristic from the training requirements of experimental confirmation, theoretical cognition and social survey. The questionnaire shows the personalized homework can help students to master the pro-fessional knowledge, stimulate study interest and improve the comprehensive quality.
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Medical microbiology is an important basic subject in medical colleges.In view of the multifarious and abstract nature of the specialized course and the dull atmosphere in classroom teaching,we have adopted a doggerel teaching method in order to enliven the classroom atmosphere and improve the class teaching quality.After long-term teaching practice,it's been proved that the proper use of doggerel in classroom teaching can not only refresh boring theory and enhance students' learning interesting,but also simplify the complicated context and improve their memorizing ability and learning efficiency,posing a significant impact on the teaching effects of medical microbiology.
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Background: In line with Universiti Sains Islam Malaysia’s (USIM) tagline ‘Exploring Islamic Science, Spearheading Knowledge’, we embarked on a new paradigm of teaching by integrating naqli components into the microbiology and immunology curriculum. The main objective of this integration was to enhance students’ appreciation towards Islam and Science, so that they would become good Muslim doctors. The naqli components were delivered through various teaching and learning techniques such as lectures, seminars, and online assignments. Methods: A total of eighty year 3 students from Faculty of Medicine and Health Sciences, USIM were involved in this study. They were exposed to the new method of teaching for the whole academic year, session 2014/ 2015. The effectiveness of this program was evaluated through questionnaires, given at the end of academic session. Outcome: More than 90% students agreed that the integration were clearly delivered, relevant to the topics at hand and enhanced their knowledge. Most students (>90%) preferred interactive lectures rather than students’ initiated method such as seminar and speaker’s corner. About two third of the students did not prefer online method. Moreover, 15.9% of them said the allotted time was insufficient and 46% agreed that there was inadequate resources in the library. Conclusions: The integration of naqli components into microbiology subject was favoured by students. However, it should be improved with allocation of more slots, upgrading of online system and increment of relevant library resources. Looking forward, we are convinced this is the way to go in producing holistic doctors equipped with necessary knowledge, both in aqli and naqli to further advance Medicine and Islam.
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Objective To explore the influence of the scores and weights of the regular grade on the evaluation of students' learning effect.Method To compare the impact of the regular grade before and after adjustment on the total mark,analyze the problems exposed during scoring and search for the solutions according to Medical Microbiology results of four grades including Grade 2010 to 2013.SPSS 13.0 software was used for statistical analysis and Pearson method was used for correlation analysis and theory achievement scores.Results The regular grade of four grades scored highly,with the average (95.00 ± 3.80),(96.00 ± 4.55),(95.00 ± 2.84) and (95.00 ±-2.82) respectively.What was more,it had randomness.The correlation coefficient between regular grade and total mark were 0.069,0.149,0.984 and 0.285 respectively.The regular grade of Grade 2010 was the same as Grade 2013 and the theoretical score of Grade 2013 was 4 points lower than Grade 2010(71 vs.75),however the total mark of Grade 2013 was 1 point higher than Grade 2010 (80 vs.79),which showed the more the regular grade weights,the greater it impacted on the total mark.Conclusion The appropriate score and weight of the regular grade is important to evaluate the students' learning effect objectively.
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Arranjos supramoleculares combinando o lípide catiônico brometo de dioctadecildimetilamônio (DOD) com polímeros, como carboximetilcelulose (CMC) e cloreto de poli(dialildimetilamônio) (PDDA), foram preparados na forma de nanopartículas (NPs), na ausência ou presença de antimicrobiano tradicional, como a claritromicina (CLA). NPs preparadas por atração eletrostática entre os fragmentos de bicamada (BF) de DOD, CMC e PDDA foram avaliadas, in vitro, quanto à atividade contra isolados clínicos de micro-organismos multirresistentes (MR) a antimicrobianos, como Pseudomonas aeruginosa MR, Klebsiella pneumoniae produtora da enzima carbapenemase do tipo KPC, Staphylococcus aureus resistente à meticilina/oxacilina (MRSA) e Candida albicans resistente ao fluconazol, através do método de plaqueamento e contagem de viáveis. As NPs de DOD BF/CMC/PDDA apresentam alta atividade de amplo espectro contra micro-organismos MR, em que o PDDA é o componente responsável pela excelente atividade biocida das NPs. O mecanismo de ação antimicrobiana indica a dissociação dessas NPs na presença dos micro-organismos, com a remoção de biopolímeros da parede celular microbiana pelo PDDA, conforme visualizado por microscopia eletrônica de varredura, ocorrendo lise da membrana microbiana e liberação de compostos fosforilados para o meio extracelular. Também foram desenvolvidas neste trabalho NPs carreadoras de CLA à base de DOD e polímeros. Solução etanólica contendo CLA/DOD foi injetada em solução aquosa de CMC, formando arranjos coloidalmente estáveis e aniônicos, que posteriormente foram adicionados de solução de PDDA, para a obtenção de arranjos estáveis e catiônicos. CLA/DOD/CMC e CLA/DOD/CMC/PDDA NPs incorporaram CLA em quantidade suficiente para inibir o crescimento de M. abscessus no interior de macrófagos bem como evitar a formação de biofilmes, sendo que altas doses de CLA foram tóxicas aos macrófagos, enquanto doses menores apresentaram baixa toxicidade e boa atividade antimicrobiana. NPs catiônicas carreando CLA foram tóxicas aos macrófagos nas concentrações de PDDA testadas. A natureza particulada das CLA NPs possivelmente aumenta a retenção intracelular de CLA em comparação com CLA livre, podendo prolongar atividade da CLA contra patógenos intracelulares. Desta maneira, arranjos supramoleculares combinando lípide e polímeros, com ou sem antimicrobianos tradicionais poderão encontrar diversas aplicações nas áreas farmacêutica, médica, alimentícia e biotecnológica
Supramolecular assemblies combining cationic lipid dioctadecyldimethylammonium bromide (DOD) and polymers, such as sodium carboxymethylcellulose (CMC) and poly(diallyldimethylammonium chloride) (PDDA), were prepared as nanoparticles (NPs), in the absence or presence of traditional antibiotic, such as clarithromycin (CLA). NPs prepared by electrostatic attraction between DOD bilayer fragments (BF), CMC and PDDA were evaluated against clinical strains of multidrug resistant (MDR) microorganisms, such as Pseudomonas aeruginosa MDR, Klebsiella pneumoniae producer of KPC carbapenemase enzyme, methicillin-resistant Staphylococcus aureus (MRSA) and Candida albicans fluconazole resistant, by plating and colony forming unities counting. DOD BF/CMC/PDDA NPs display high and broad-spectrum activity against MDR microrganisms, and PDDA is the excellent biocidal component in the NPs. The mechanism of antimicrobial action shows that NPs disassembly in the presence of microrganisms, with biopolymers withdrawn from the cell wall, as observed by scanning electron microscopy, consecutively lysing bacterial membrane as determined from the leakage of inner phosphorylated compounds. In this work there have also been developed NPs, based on lipid and polymers, as carriers for CLA. Ethanolic solution co-solubilizing CLA/DOD was injected in CMC aqueous solution, yielding colloidaly stable and anionic NPs, that were further added of PDDA solution, yielding stable and cationic NPs. CLA/DOD/CMC NPs and CLA/DOD/CMC/PDDA NPs incorporated CLA at doses high enough to inhibit M. abscessus growth inside macrophages or in biofilms. Larger CLA doses were toxic to macrophages while lower CLA doses reduced toxicity to macrophages despite their high antimicrobial activity. Cationic CLA NPs exhibited substantial toxicity against macrophages at the PDDA concentrations tested. The particulate nature of these CLA NPs possibly increases intracellular CLA retention in comparison to free CLA, probably extending CLA activity against intracellular pathogens. In conclusion, supramolecular assemblies combining cationic lipid and polymers, with or without traditional antibiotics, may find multiple possibilities of applications at pharmaceutical, medical, food and biotecnological fields
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Polymers/analysis , Anti-Bacterial Agents/analysis , NanoparticlesABSTRACT
En busca de novedosos enfoques metodológicos para la resolución de problemas, el objetivo de este trabajo consistió en mostrar los resultados de la labor interdisciplinaria del profesorado de Microbiología y Parasitología médicas en ese sentido, basada en la creación de los siguientes materiales didácticos: Manual de respuesta inmune a los agentes biológicos para estudiantes de medicina, Sistema de habilidades para el perfeccionamiento de la asignatura y Guía didáctica de los agentes biológicos que agreden al ser humano, entre otros. El claustro de profesores estableció una nueva relación entre estudiante y docente, derivada de profundos cambios en el método de enseñanza para cumplir la exigencia interdisciplinaria en la formación académica de los educandos y contribuir a la integración de la asignatura.
Searching novel methodological approaches for the solution of problems, the objective of this work consisted on showing the results of the interdisciplinary work of the professors staff in medical Microbiology and Parasitology in that sense, based on the creation of the following didactic materials: Manual of immune response to the biological agents for medicine students, Skill system for the improvement of the subject and Didactic Guide of biological agents which attack the human being, among others. The board of professors established a new relation between students and teaching staff, derived from deep changes in the teaching method to complete the interdisciplinary demand in the academic training of students and to contribute to the integration of the subject.
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Parasitology , Microbiology , Students , Professional Training , FacultyABSTRACT
The experiment contents were integrated into three parts such as basic skills and verification experiment, systematic experiment and designing experiment. Basic skills and confirmato-ry experiments were performed alone with theory teaching by combination of modern teaching methods and traditional teaching methods, which consisted of “speaking”(experimental principles, methods and main technical points using multimedia), “looking”(demonstrating related operation on teaching website), teachers' demonstration, students' doing experiment independently and summarizing. In this part, the experimental operation skills such as the sterile operation technology, staining technology, microscopy technology and pure culture were emphasized. Systemic experiments would be carried out after completion of the most theory, the experiment time could be adjusted according to the experiment content, and the PBL teaching method was taken in this stage. After the theory teaching of Medical Microbiology was finished, students voluntarily participated in design experiments in the last stage, which were the fusion of scientific research subject and the experimental teaching. From the preview experiment, experiment operation, experiment report, to the final test, the multi-dimensional evalua-tion was implemented throughout the course of experiment teaching.
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Innovation education was introduced in medical microbiology teaching practice,including updating the innovative education concept,reforming teaching methods and means,constructing the teaching content system and practice platform adapting to innovation education.
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To establish the PBL designed experiment teaching model and to evaluate its teaching effectiveness.we use the questionnaires and the experiment skill test and the experiment content related written examination and the theoretic examination to evaluate its teaching effectiveness. The PBL group is significantly higher in the comprehension and the synthesizing ability and so on than the control group (P<0.05). The PBL group has significantly higher mean scores in the experiment content related written examination than the control group (P< 0.01). The PBL group has significantly higher scores in the theoretic examination than the control group (P< 0.01). The PBL designed experiment teaching can better train students for the innovative thinking ability and the scientific research capabilities.
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Classic problem-based learning ( PBL ) was applied in a medical microbiology course.The results of questionnaire survey showed most of the students were satisfied with the whole learning program.They thought the case was appropriate,and the discussing could increase their understanding of the knowledge.Based on the problems faced during the application and the students' feedback,the duty of the tutors,summary of the learning topic,arrangement of the course,application of different teaching methods,and selection of the tutors were discussed in detail.
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The PBL education about the chapter of TB in microbiology for medical English-class students was conducted.The results was analyzed by questionaire,showing that PBL helps to stimulate students' learning enthusiasm and improve the comprehensive ability and enhance the teachers' awareness of the responsibility.
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PBL(Problem-Based Learning, PBL) is a problem-oriented and effective supplementary teaching method. PBL is giving a great help to improve self-learning, communication and cooperation, thinking and problems solving abilities for the students. In the process of PBL teaching, attention should be paid to two important items. One item is the role transfer for the teacher. Teacher is only a guider in PBL teaching, teacher should avoid excessive interfere of the process for keeping the passion and enthusiasm of the students. Meanwhile, students should always be realized that they are the main part in PBL teaching, they should not depend on their teacher too much. Another important item is how to find and solve the frequently encountered problems, in order to avoid students wandering from the subject, and lead them toward the main goal to get effective teaching and learning.