Objective To evaluate the efficacy of intramuscular parecoxib for postoperative analgesia in patients undergoing total knee arthroplasty.Methods Fifty-four ASA Ⅰ-Ⅲ patients,aged 65-75 yr,scheduled for unilateral total knee arthroplasty,were randomly divided into 2 groups (n =27 each)∶ tramadol group (group T) and parecoxib group (group P).Total intravenous anesthesia was used in both groups.Group P received intramuscular injection of parecoxib 40 mg at 12 h before operation and 12,24,36,48,60 and 72 h after operation,and group T received tramadol 100 mg at the same time points.When VAS score was more than 3 after operation,intramuscular parecoxib 50 mg was given as rescue analgesic.The ineffective analgesia at rest and during activity was recorded.The time for knee range of motion to reach 90° and cardiovascular events were recorded.The ultrasonic inspection was performed on veins of the bilateral lower extremities at 7 and 14 days after operation for detection of vein thrombosis.Results Compared with T group,the rate of ineffective analgesia at rest and during activity was significantly decreased,the time for knee range of motion to reach 90° was shortened,and the incidence of deep vein thrombosis was significantly decreased (P ＜ 0.05 or 0.01),and no significant change was found in the incidences of cardiovascular events and intramuscular venous thrombosis in group P (P ＞ 0.05).Conclusion Parecoxib 40 mg injected intramuscularly before and after operation can significantly relieve postoperative pain,is helpful for the hip function rehabilitation and can reduce the occurrence of deep vein thrombosis in patients undergoing total knee arthroplasty.

Objective To determine the effect of calcitonin gene-related peptide (CGRP) on triggering receptor expressed on myeloid cells-1 (TREM-1) in the lipopolysaccharide (LPS)-induced macrophages and its signal transduction pathway. Methods The levels of TREM-1 mRNA in the macrophages were observed by reverse transcription-polymerase chain reaction (RT-PCR), and flow cytometry was performed to detect TREM-1 protein expression levels in the macrophages. Results CGRP had no regulating effect on the expression of TREM-1 in the macrophages; LPS could up-regulate macrophages to express TREM-1; CGRP increased TREM-1 mRNA expression in LPS-induced macrophages in dose and time-dependent manner; CGRP increased TREM-1 protein expression in LPS-induced macrophages, which could be partially reversed by H-7 or H-89 (P<0.05). Conclusion CGRP can regulate the LPS-induced macrophages synthesis and secretion of TREM-1, and the intracellular signal transduction pathway is related to PKA and PKC.

Objective:To compare the self-evaluated learning behavior and achievement of eight-year-program clinical medical students on online and offline problem-based learning (PBL), and to provide references and suggestions for successful implementation of online PBL teaching.Methods:During the three semesters of September 2020 to January 2022, a survey was performed on 100 clinical medical students of 2018 eight-year program on online or offline PBL teaching in Xiangya School of Medicine, Central South University. At the end of PBL courses, the students received questionnaires to self-assess their learning behavior and achievement in online or offline PBL teaching. The data were analyzed using the paired rank sum test with the use of SPSS 26.0.Results:Before class, there were no significant differences in learning behaviors including preparation time, communication with classmates, and materials collecting and sorting between students on online and offline PBL teaching ( P>0.05). In class, no significant differences were found in students' initiative of speaking and degree of satisfaction with classmates' speaking between online and offline teaching ( P>0.05), but the students on offline teaching showed significantly better concentration of attention ( Z=-4.24, P<0.001), listening to classmates' speeches ( Z=-3.42, P=0.001), and classmates' interaction ( Z=-3.11, P=0.002) compared with those on online teaching. No significant differences were observed between online and offline PBL teaching in students' self-evaluated learning achievements including improvements in autonomous learning ability, problem-solving ability, and literature inquiry skills ( P>0.05). Conclusion:Students on online PBL teaching have generally as good pre-class preparation and in-class learning performance as those on offline PBL teaching, indicating that the online PBL mode can be well implemented, and it can also ensure almost the same learning achievement as offline teaching.