RESUMO
Because clinical oncology course for undergraduates is related to many clinical specialties, traditional teaching of this course is likely to lead to repetition and contradiction of knowledge. Clinical medical college carried out integrated curriculum in clinical oncology for three years during the implementation of teaching reform to overcome the above-mentioned disadvantages. Teaching and research sections related to clinical oncology were horizontally integrated under the guidance of teaching affairs office; On the premise of meeting the requirements of teaching outlines, the clinical oncology in internal medicine, surgery and gynecology was systematically improved in accordance with cognitive laws. Following the previous year, PBL teaching program in clinical oncology still focused on the integration of theoretical course and probation course. After integration, the sub-specialty teacher team was gradually shaped, the teaching quality was significantly improved and the clinical thinking of medical students was enhanced.
RESUMO
Because clinical oncology course for undergraduates is related to many clinical specialties , traditional teaching of this course is likely to lead to repetition and contradiction of knowledge. Clinical medical college carried out integrated curriculum in clinical oncology for three years during the implementation of teaching reform to overcome the above-mentioned disadvantages. Teaching and research sections related to clinical oncology were horizontally integrated under the guidance of teaching affairs office; On the premise of meeting the requirements of teaching outlines, the clinical oncology in internal medicine, surgery and gynecology was systematically improved in accordance with cognitive laws. Following the previous year, PBL teaching program in clinical oncology still focused on the integration of theoretical course and probation course. After integration, the sub-specialty teacher team was gradually shaped, the teaching quality was significantly improved and the clinical thinking of medical students was enhanced.
RESUMO
Objective To find effective measures to reduce blood transfusion reactions through retrospective analysis on adverse reactions of blood transfusion .Methods Statistically analyse the the occurrence of adverse transfusion reactions from Jan .2011 to May 2015 .Results The total adverse transfusion reaction rate was 0 .31% (136/43 874) .The adverse reaction rate of cryoprecipi‐tate infusion was the highest(1 .27% ) in all kinds of blood components infusions ,followed by whole blood(0 .56 % ) ,red blood cell suspension(0 .44% ) ,frozen plasma (0 .32% ) ,platelets (0 .27% ) ,leukocyte -depletion red blood cell suspension (0 .00% ) and washed red blood cell(0 .00% ) .When considering the times of blood transfusion ,the reaction rates of once ,twice ,3 times and ≥4 times were 0 .19% ,0 .27% ,0 .66% and 1 .24% respectively .The incidences of adverse reactions caused by different blood transfu‐sion were statistically significant(P< 0 .05) .60 .29% adverse transfusion reactions happened to people with a history of blood transfusion .The most common adverse transfusion reaction was non-hemolytic reaction which accounted for 62 .50% ,followed by allergic reactions accounting for 33 .09% .Conclusion Leukocyte-depletion red blood cells suspension is proved to be safer ,and could reduce the transfusion reactions .Leukocyte-depletion red cell suspension could benefit the patient who needs blood transfu‐sion more than twice .