Application Research of Medical Imaging Practical Teaching Based on Virtual Simulation Teaching Platform

Objective To investigate the effect of Sandwich teaching method in neurosurgery clinical training. Methods An experimental control method was used. A total of 72 clinical medicine undergraduates in the Department of Neurosurgery of the Third Affiliated Hospital of SUN Yet-sen University from July to December in 2018 were divided into the experimental group(n=36)and the control group(n=36) by random number table method.Sandwich teaching method was applied in the experimental group, and traditional teaching method was applied in the control group, then the theoretical knowledge, clinical skills and the clinical comprehensive ability were assessed. The satisfaction degree was evaluated by questionnaire. Results The theoretical knowledge scores, case analysis scores, and total scoresin the experimental group were 36.91±2.58、25.50±2.37、86.02±5.23, and those in the control group were 33.19±4.02、21.09±1.85、77.23±5.02, the differences between two groups of all parts had statistical significance (all P<0.05). The clinical comprehensive ability assessment of the overall evaluation scores in experimental group was 8.19±0.64, and that in control group was 7.53±0.67, the difference of score between two groups had statistical significance(P<0.05). Satisfaction survey on two groups of students showed that, respectively, scores of stimulating interest in learning of the experimental group and control group were 8.63±0.55 and 7.32±0.83, scores of improving learning initiative were 8.20±0.77 and 7.36±0.47, scores of improving team cooperation ability were 8.93±0.53 and 6.80±0.63, scores of improving communication ability were 8.35±0.52 and 7.34±0.59, scores of cultivating clinical thinking abilitywere 9.05±0.41 and 7.35±0.65, scores of improving the ability of theory with practice were 9.00±0.37 and 7.34±0.66, and scores of promoting clinical skills mastery were 7.46±0.76 and 7.11±0.58, scores of enhancing self-learning ability were 7.69±0.56 and 7.09±0.58, scores of promoting the learning of new knowledge score were 7.88±0.55 and 7.09±0.58, scores of ensuring the students' participation grade 0.58 mm were 8.51±0.65 and 6.87±0.51, the differences of scores of each project between the two group were statistically significant (all P<0.05). Conclusions Through the Sandwich teaching method, the students' interest in learning was stimulated, the clinical reasoning capacity and comprehensive ability were improved, so the quality of teaching was ensured. Key words: Sandwich teaching method; Neurosurgery; Clinical practice; Teaching

Based on the practical demands of clinical nursing positions, this study constructs a team-based teaching model oriented toward job competency. It systematically explores its application effectiveness in urology nursing education to provide a replicable teaching approach for cultivating nursing professionals with comprehensive practice capabilities. Eighty nursing students undergoing clinical training in the Urology Department of Huai'an Fifth People's Hospital from January 2024 to December 2025 were enrolled. Using computerized random sampling, they were divided into an observation group and a control group, each comprising 40 participants. The control group received traditional clinical mentoring, while the observation group underwent competency-based team teaching. Post-intervention, compare core competency dimensions, teaching satisfaction, and combined theoretical/practical scores between groups.The observation group scored significantly higher than the control group in all five core competency dimensions: and (8.91 ± 1.23), respectively, all significantly higher than the control group's scores of (5.20 ± 0.95), (5.41 ± 0.95), (5.12 ± 1.03), (4.90 ± 0.52), and (5.20 ± 0.75), respectively. These differences were statistically significant (P &lt; 0.05). Nursing students in the observation group reported higher satisfaction scores than the control group across all five dimensions (teaching content, teaching methods, etc.). Specifically, satisfaction with teaching methods reached (96.20 ± 9.75) points, significantly superior to the control group's (80.20 ± 4.30) points (P &lt; 0.05). The theoretical exam scores (86.35 ± 4.25) and skill operation scores (85.70 ± 3.75) of nursing students in the observation group were significantly higher than those of the control group (71.20 ± 2.65) and (72.52 ± 2.81), respectively (P &lt; 0.05). In conclusion, competency-based team teaching effectively addresses shortcomings in traditional instruction, comprehensively enhancing clinical adaptability and learning outcomes among urology nursing students. This approach has gained widespread recognition among students, aligns with modern nursing education reform directions, and warrants further promotion and optimization in specialized nursing education.

Objective To investigate the influence of alprostadil on renal function, oxidative stress, and immune function in early diabetic nephropathy patients. Methods Eighty-six cases of early diabetic nephropathy patients in our hospital during April 2013 to January 2016 were chosen as research subjects, all patients were divided into observation (n=43) and control (n=43) groups according to random data form. Patients in observation group received alprostadil combined with pioglitazone treatment and those in control group received pioglitazone treatment only, both lasted for one month. Before treatment, one month after treatment, renal function indices were detected; serum oxidative stress indices were detected by automatic biochemical analyzer; T lymphocyte subsets in peripheral blood were measured by flow cytometry. Results Before treatment, there were no significant differences in renal function, oxidative stress, immune function between two groups (P>0.05). One month after treatment, peripheral blood renal function indices such as blood urea nitrogen (BUN), estimated glomerular filtration rate (eGFR), and cystatin C (CysC) levels were lower in observation group than in control group, the level of serum albumin (Alb) was higher in observation group than in control group, the difference was statistically significant (P<0.05); serum oxidation indices malondialdehyde (MDA), and advanced oxidation protein products (AOPP) were lo-wer in observation group than in control group, human antioxidant indices such as superoxide dismutase (SOD), and total antioxidant capacity (T-AOC) were higher in observation group than in control group, the difference was statistically significant (P<0.05); peripheral blood CD3+ , CD4+ T lymphocytes and the ratio of CD4+ /CD8+ were higher in observation group than in control group, CD8+ T lymphocyte level was lower in observation group than in control group, the difference was statistically significant (P<0.05). Conclusions Alprostadil can optimize the renal function and immune function in early diabetic nephropathy patients, reduce the degree of oxidative stress. Key words: Alprostadil; Diabetic nephropathies; Kidney; Oxidative stress; Immunity

Objective To investigate the application of microlecture in clinical practice teaching of cardiovascular internal medicine. Methods A total of 98 students who received practice teaching in Department of Cardiology, the Second Affiliated Hospital of Xi’an Jiaotong University, from January to September, 2016, were randomly divided into control group and observation group. The students in the control group received traditional practice teaching, and those in the observation group received microlecture combined with the traditional practice teaching. The two groups were compared in terms of the scores of theoretical and skill examinations, and the degree of satisfaction with practice teaching was surveyed. Results The observation group had a significantly higher score of clinical skill examination than the control group (P<0.05). The observation group had a significantly higher degree of satisfaction with the teaching methods of cardiovascular internal medicine than the control group (P<0.05). Conclusion The introduction of microlecture into the clinical practice teaching of cardiovascular internal medicine can significantly enhance students' mastery of clinical operation skills and improve their satisfaction with practice teaching of cardiovascular internal medicine. Key words: Microlecture; Cardiovascular internal medicine; Clinical practice teaching

BackgroundThe bone holes in the skull during surgical drainage were accurately located at the site of the MMA. The MMA was severed, and the hematoma was removed intraoperatively; furthermore, surgical drainage removed the pathogenic factors of CSDH. This study aimed to describe and compare the results of the new treatment with those of traditional surgical drainage, and to investigate the relevance of this approach.MethodsFrom December 2021 to June 2023, 72 patients were randomly assigned to the observation group and the control group. The control group was treated with traditional surgical drainage, while the observation group was treated with DSA imaging to accurately locate the bone holes drilled in the skull on the MMA trunk before traditional surgical drainage. The MMA trunk was severed during the surgical drainage of the hematoma. The recurrence rate, time of indwelling drainage tube, complications, mRS, and other indicators of the two groups were compared, and the changes of cytokine components and imaging characteristics of the patients were collected and analyzed.ResultsOverall, 27 patients with 29-side hematoma in the observation group and 45 patients with 48-side hematoma in the control group were included in the study. The recurrence rate was 0/29 in the observation group and 4/48 in the control group, indicating that the recurrence rate in the observation group was lower than in the control group (P = .048). The mean indwelling time of the drainage tube in the observation group was 2.04 ± 0.61 days, and that in the control group was 2.48 ± 0.61 days. The indwelling time of the drainage tube in the observation group was shorter than in the control group (P = .003). No surgical complications were observed in the observation group or the control group. The differences in mRS scores before and after operation between the observation group and the control group were statistically significant (P < .001). The concentrations of cytokine IL6/IL8/IL10/VEGF in the hematoma fluid of the observation and control groups were significantly higher than those in venous blood (P < .001). After intraoperative irrigation and drainage, the concentrations of cytokines (IL6/IL8/IL10/VEGF) in the subdural hematoma fluid were significantly lower than they were preoperatively. In the observation group, the number of MMA on the hematoma side (11/29) before STA development was higher than that on the non-hematoma side (1/25), and the difference was statistically significant (P = .003).ConclusionIn patients with CSDH, accurately locating the MMA during surgical trepanation and drainage, severing the MMA during drainage, and properly draining the hematoma, can reduce the recurrence rate and retention time of drainage tubes, thereby significantly improving the postoperative mRS Score without increasing surgical complications.

Objective: To compare the effects of the China Children's Asthma Action Plan (CCAAP)-based remote joint management model with traditional management model on the control of childhood asthma. Methods: A retrospective cohort study was conducted to analyze the general data and asthma control assessment data of 219 children with asthma who attended the respiratory department of Guangzhou Women's and Children's Medical Center from April 2021 to October 2021 and were followed up for 1 year or more. According to the follow-up management model, the CCAAP-based remote joint management model was used in the observation group and the traditional management model was used in the control group, and the propensity score matching method was applied to match the data of children in the two management models for comparison. Paired-samples t-test, Wilcoxon signed-rank test, McNemar χ2-test or χ2-test or nonparametric tests were used to compare the general data and asthma control assessment data between the two matched groups of children. Results: Among 219 children with asthma, 145 were male and 74 were female, aged at consultation (7.2±2.4) years. There were 147 cases in the observation group and 72 cases in the control group, and 27 cases in each of the observation and control groups were successfully matched. The number of asthma exacerbation aura, acute exacerbations, and emergency room visits or hospitalizations for asthma exacerbations were lower in the observation group than in the control group after pairing (1 (0, 2) vs. 3 (1, 5) times, 0 (0,0) vs. 0 (0, 1) times, 0 (0,0) vs. 1 (0, 1) times, Z=-3.42, -2.58, -3.17, all P<0.05). The use of peak flowmeters was higher in children aged 5 years and older in the observation group than in the control group after pairing (100% (22/22) vs. 13% (3/23), χ2=54.00,P<0.001). The ratio of actual to predicted 1st second expiratory volume of force after follow-up in the observation group after pairing was higher than that before follow-up in the observation group and after follow-up in the control group ((95±11)% vs. (85±10)%, (95±11)% vs. (88±11)%, t=-3.40, 2.25, all P<0.05). The rate of complete asthma control after follow-up was higher in both the observation and control groups after pairing than before follow-up for 12 months in both groups (93% (25/27) vs. 41% (11/27), 52% (14/27) vs. 41% (11/27), H=56.19, 45.37, both P<0.001), and the rate of complete control of asthma in children in the observation group was higher than that in the control group at 3 and 12 months of follow-up management (56% (15/27) vs. 25% (5/20), 93% (25/27) vs. 52% (14/27), χ2=47.00, 54.00, both P<0.001). The number of offline follow-up visits, inhaled hormone medication adherence scores, and caregiver's asthma perception questionnaire scores were higher in the observation group than in the control group after pairing (6 (4, 8) vs. 4 (2,5), (4.8±0.3) vs. (4.0±0.6) score, (19.3±2.6) vs. (15.2±2.7) score, Z=6.58, t=6.57, 5.61, all P<0.05), and the children in the observation group had lower school absences, caregiver absences, asthma attack visit costs, and caregiver PTSD scores than the control group (0 (0,0) vs.3 (0, 15) d, 0 (0,0) vs. 3 (0, 10) d, 1 100 (0, 3 700) vs. 5 000 (1 000, 10 000) yuan, 1.3 (1.1, 1.9) vs. 2.0 (1.2, 2.7) score, Z=-2.89, -2.30, 2.74, 2.73, all P<0.05). Conclusion: The CCAAP-based joint management model of asthma control is superior to the traditional management model in the following aspects: it can effectively improve asthma control, self-monitoring, and lung function in children; it can improve treatment adherence and caregivers' asthma awareness; and it can reduce the duration of absenteeism from school, the cost of asthma exacerbation visits, and caregiver's negative psychology.

Objective To evaluate the teaching effects of case introduced method based on pic- ture archiving and communication system （ PACS ） system in medical imaging course. Methods Totally 148 students （ 2009 grade ） majored in five-year clinical medicine from Xiangya Medical College were divided into 10 groups; the 10 groups were taken randomly as control group （ n=75 ） and experimental group （ n=73 ）. Control group used traditional teaching methods （ film teaching ） while experimental group used case introduced method based on PACS system. Effects of teaching between were evaluated by questionnaire and test. χ^2 test was used to compare students＇ theoretical test scores, with α level = 0.05. Results Based on results of questionnaires, more students in experimental group than in control group hold that case introduced method based on PACS system can achieve the purpose of teaching, improve interests in learning, and strengthen the mastery of knowledge. Test scores showed that the percentage of students scored 90-100 and 80-89 （ respectively 14%, 75% ） in experimental group was significantly higher than that in control group （respectively 5%, 66% ） （χ^2 =17.932, P=O.O00 ）. Conclusions Application of case introduced method based on PACS system in medical imaging course not only improve students＇ motivation to learn and their clinica~ ability-, but also allow teachers to find and correct short- comings of students timely, therefore, it is worth promoting. Key words: Picture archiving and communication system; Case introduced method; Prac-tice teaching

Objective To discuss the clinical effects of early enteral nutrition on elderly patient with gastric cancer after total gastrectomy. Methods A total of 138 elderly patients with gastric cancer after total gastrectomy in Renji Hospital Shanghai Jiaotong University School of Medicine from September 2014 to September 2016 were selected using purposive sampling. They were divided into the observation (n=73) and control (n=65) groups using random number table. Patients in the control group were given parenteral nutritional support. The energy was 125 KJ/ (kg.d) ; nitrogen content was 0.15 g/ (kg.d) ; total fluid amount was 50 ml/ (kg.d) . They were prepared to bags of 3 L and given by intravenous dripping through internal jugular vein. After the anal exhaust and removing gastric tube, patients were routinely given from water to clear fluid diet, fluid diet, semi-fluid diet until normal diet. Patients in the observation group received indwelling three-lumen gastrojejunal tube. At 12 h after the operation, heating 100 ml 5% glucose were given through three-lumen gastrojejunal tube. At 24 h after the operation, Ruidai (enteral nutritional suspension-TPF) were given at the total 500 ml and increased by 500 ml/d until 1 500 ml at 4 d after the operation. The drop speed increased from 20 ml/h to 100 ml/h. The incidence of postoperative complications, the anal exhaust time, the leaving bed time, hospital days and nutritive indexes were compared between the two groups. Results The hospital days, anal exhaust time and the leaving bed time in the observation group were (12.9±5.9) d, (70.3±16.7) h and (15.24±13.28) h, which were significantly lower than those in the control group [ (18.6±6.9) d, (97.5±22.3) h and (29.95±15.23) h] (P<0.05) . There was 1 case of diarrhea in the observation group, while 2 cases of anastomotic leakage, 2 case of infection, 1 case of obstruction and 2 cases of diarrhea were observed in the control group. The incidence of postoperative complications in the observation group was significantly lower than that in the control group (P<0.05) . The nutritive indexes at 7 d and 14 d after the operation in the observation group were statistically significantly better than those in the control group (P<0.05) . Conclusions Early enteral nutrition on elderly patient with gastric cancer after total gastrectomy can reduce the incidence of postoperative complications, improve the postoperative nutrition status, shorten the time of anal exhaust and leaving bed, and reduce the hospital days. Key words: Aged; Gastric neoplasms; Total gastrectomy; Early enteral nutrition

The Application of Basketball Game in College Basketball Teaching

Objective To explore the clinical pathway teaching method application effection end-stage renal disease(ESRD)teaching practice. Methods From May 2013 to July 2014, a total of 80 nursing intern students in Nephrology Department, the Fifth Hospital of Wuhan, were divided into observation group (40 cases) and control group (40 cases) according to a random number table method. Conventional teaching method was applied in the control group whereas the observation group used clinical pathway teaching method. Four weeks after the internship, the quality of clinical teaching programs scores, nursing students theoretical knowledge, skills assessment excellent rates and patient satisfaction levels of both groups were compared. Results Statistical analysis of the quality of clinical teaching programs filled by nursing intern students showed that the observation group nursing students in the teachers′ teaching management, teaching attitude, knowledge level and teaching skill level four aspects were higher than those in the control group (P<0.05). The average total score of the observation group was (91.3±4.1) while the control group was (79.6±3.2), and the difference was statistically significant (P<0.01). Nursing students theoretical knowledge and skills excellent rates of the observation group were 55.0% and 57.5%, significantly higher than those ofthe control group(22.5%, 17.5%). Patients in the observation group of nursing students satisfaction rate was 76.58%, significantly higher than these of the control group which was 51.89% (P<0.05). Patients′ nursing students satisfaction rate in the observation group was 76.58%, higher than that of the control group (51.90%), and the difference was statistically significant (P<0.01). Conclusions Clinical pathway teaching method which can promote effective communication between teachers and students, strengthen teacher-student communication, and improve the learning efficiency of nursing intern students is also conducive to nursing intern students′ practice, improve their theoretical knowledge, operation skills, and comprehensive ability. Satisfaction of patients with end-stage renal disease can be improved as well. Key words: End stage renal disease; Nursing intern; Clinical pathway; Teaching methods

With the popularization of laser therapy, an increasing number of patients are undergoing fractional CO2 laser therapy. It is particularly important to exercise caution and accelerate wound healing after laser surgery. This study aimed to examine the clinical efficacy of moist wound healing after fractional CO2 laser therapy. A total of 15 individuals volunteered to undergo fractional CO2 laser therapy. The facial skin was irradiated with a fractional CO2 laser in the deep mode, with an energy of 15 mJ/cm2 and a density of 5%. The left and right sides of the faces were considered the observation and control groups, respectively. After laser therapy, medical cold compress patches were applied on the skin in the control group once a day for approximately 10-15 min, whereas erythromycin ophthalmic ointment was applied on the skin in the observation group 6 times daily for wound care. The wound healing time, duration of erythema, and occurrence of adverse reactions were monitored in both groups. The observation and control groups received different nursing interventions. The time to regression of erythema and swelling was significantly shorter in the observation group than in the control group. In addition, the scab formed at the wound site was thinner, and shedding was faster in the observation group than in the control group. The Clinical Erythema Assessment score of the observation group was significantly lower than that of the control group (p < 0.05). The wound healing time was 5.73 ± 0.70 days in the observation group and 7.73 ± 0.72 days in the control group, with the difference being statistically significant (p < 0.05). After 30 min and 12 h of nursing intervention, the Visual Analog Scale score of the observation group was significantly lower than that of the control group (p < 0.05). However, after 24 h of treatment, neither group showed significant pain. Both groups showed varying degrees of acne, pustules, and exudation, which subsided within 7 days. Furthermore, the control group had 2 cases of mild pigmentation, which resolved within 3 months. Neither group experienced adverse reactions such as skin infection, depigmentation, or scar formation. Moist healing therapy can accelerate wound healing and reduce the duration of erythema and edema after fractional CO2 laser therapy, demonstrating potential clinical application value.

Objective To explore the clinical application of case teaching method combined with clinical pathway in pediatrics teaching. Methods 103 students in pediatric practice from September 2016 to September 2017 were enrolled as the study object, who were divided randomly into observation group (52 cases) and control group (51 cases). Routine teaching method was adopted in the control group, while case teaching method combined with clinical pathway was adopted in the observation group. In addition, 100 cases of children in need of rescue were selected for each group and the students were divided into two or three in a group to participate in the rescue. If the student could complete the rescue with the assistance of supervisor, he will be considered as playing a leading role in rescue process. Otherwise, another supervisor would join to lead the rescue, and the student would assist by the side, who will be considered as playing an auxiliary role in rescue process. The results of examination, classroom participation, homework, the rescue performance and the satisfaction of teaching were compared between two groups. Results The scores of theoretical course, case analysis and skill operation in the observation group was significantly higher than that of the control group (P<0.05). The scores of classroom attendance, classroom activity and homework quality in the observation group was significantly higher than that of the control group (P<0.05). Success rate of rescue conducted by students in the observation group was significantly higher than that in the control group(P<0.05). The teaching satisfaction of the observation group was also significantly higher than that of the control group (P<0.05). Conclusion The application of case teaching method combined with clinical pathway teaching model in pediatrics teaching is effective and worthy of popularizing, which can obviously improve teaching quality, arouse students' interest in teaching process, and improve students' professional quality. Key words: Case teaching method; Clinical pathway; Pediatric teaching; Clinical application

目的：评估学生主导教学模式与传统带教在甲状腺外科临床实习生带教中的应用效果 方法：选取自2024年4月到2025年4月安徽医科大学第一附属医院甲状腺外科的临床实习的64名学生作为研究对象，随机分为观察组和对照组。观察组采用学生主导的教学查房模式，对照组采用带教老师主导的传统教学模式。比较两组学生在理论成绩，技能考核和对教学工作满意度的差异。结果：与对照组相比，观察组学生的理论成绩，技能考核显著优于对照组，观察组学生对教学模式的满意度也显著高于对照组，差异具有统计学意义(p Objective: To evaluate the application effect of student-led teaching mode versus traditional teaching mode in the clinical internship training of thyroid surgery for interns. Methods: A total of 64 interns who completed their clinical internship in the Department of Thyroid Surgery at the First Affiliated Hospital of Anhui Medical University from April 2024 to April 2025 were selected as research subjects. They were randomly divided into an observation group and a control group. The observation group adopted a student-led teaching ward round mode, while the control group used the traditional teaching mode led by instructors. The differences in theoretical scores, skill assessment results, and satisfaction with teaching work were compared between the two groups. Results: Compared with the control group, the observation group showed significantly better performance in theoretical scores and skill assessments. Additionally, the satisfaction of students in the observation group with the teaching mode was significantly higher than that in the control group, with statistically significant differences (p < 0.0001). Conclusion: The student-led teaching mode achieves better teaching effects than the traditional teaching mode in the internship training of thyroid surgery and is more easily recognized by students, making it worthy of further promotion.

Modern economics is an important subject. In traditional classroom teaching, problems such as single teaching method and excessively theoretical teaching content have become increasingly prominent. In order to meet the needs of the new era and improve the teaching effect, this paper puts forward the reform scheme of interactive teaching method, practical teaching and the application of multimedia technology through the research on the reform and practice of modern economics classroom teaching. Interactive teaching method can improve students' learning interest and participation, practical teaching can cultivate their ability to solve problems, and the application of multimedia technology can enrich teaching content and improve their learning interest. The reform and practice of modern economics classroom teaching is a process of continuous improvement, which requires teachers to pay more attention to the actual needs of students, continue to explore and try, so as to improve the learning effect and quality of students.

Objective: To explore the application effectiveness of a core competency-based teaching model in obstetrics nursing education. Methods: A total of 20 nursing staff members were selected from April 2023 to April 2024 and randomly assigned into an observation group and a control group, with 10 participants in each group. The control group received conventional teaching, while the observation group was taught using the core competency-based teaching model. The core competencies, teaching quality, professional identity, and satisfaction of the two groups were compared. Results: The observation group scored higher in all five core competency categories compared to the control group (P&lt;0.05). The observation group also received higher scores in all five categories related to teaching quality (P&lt;0.05). The observation group’s professional identity scores were higher than those of the control group (P&lt;0.05). The satisfaction rate in the observation group was 100.00%, significantly higher than the control group’s 60.00% (P&lt;0.05). Conclusion: The teaching model used in the observation group significantly improved the core competencies of nursing staff, enhanced overall teaching quality, and increased professional identity and satisfaction, making it worth promoting and applying.