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Objective To study the effect of the combination of rivaroxaban and Xuesaitong injection on deep venous thrombosis (DVT) of lower extremity after spinal surgery.Methods The clinical data of 90 patients undergoing spinal surgery from May 2013 to May 2015 were retrospective analyzed.The patients were divided into two groups randomly: the treatment group and control group.Forty-five patients in treatment group were treated with rivaroxaban and Xueshuantong injection from 1 st day after surgery to one week after off-bed activity, and forty-five patients in control group were treated with rivaroxaban alone.The vessels of lower extremity were detected by doppler ultrasonography pre-surgery, 7-10d and 3 months post-surgery, then the rates of DVT and pulmonary embolism were statistically analysed.Results The DVT rate in treatment group was 8.89%(4 cases), which was significantly lower than 24.4% (11 cases) in control group (P<0.05).Conclusion The anticogulant effect of the combination of rivaroxaban and Xuesaitong injection is stronger than rivaroxaban alone.
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Objective To explore the application effect of sandwich teaching method in clini-cal teaching in the department of orthopedics. Methods Totally 150 clinical medicine students were divided into 2 groups: sandwich teaching group (n=75) and lecture-based learning group (n=75). Sandwich teaching method combined with bedside teaching method was used in sandwich teaching group while lecturing combined with bedside teaching method was used in control group. Theoretical examination, clinical operation skill test, clinical case analysis and questionnaire investigation were conducted after the course. Comparison between the two groups was made using independent sample t test and measurement data were expressed as x±s. P<0.05 signifies statistically significant differences. Results Theoretical examination score, clinical skill test score and clinical case analysis score were higher in sandwich teaching group than in control group. [(53.70±4.27) vs. (48.00±4.83);(15.70± 2.49) vs. (11.40±2.87);(17.10±1.52) vs. (13.80±1.32)]. Questionnaire showed that commutation and expression ability, cooperation ability and self thinking ability were better in sandwich teaching group than in control group , with statistical differences . Conclusions Sandwich teaching method achieves good teaching effect and it is worth recommending in clinical teaching.