Objective To observe the effects of soybean isoflavone in attenuating trans fatty acids-induced athero-sclerosis in rats .Methods The rats were randomly divided into normal diet group、trans fatty acids group、soybean isoflavone group and trans fatty acids +soybean isoflavone group .Research kit was used to test the amounts of TG , HDL,LDL and IL-6,TNF-αin rats'blood.Bovine aortic endothelial cells were cultured and divided into control group,trans fatty acids group and trans fatty acids group +soybean isoflavone group .Western blot was performed to test the NF-κB phosphorylation ,as well as to determine ICAM-1 and VCAM-1 protein contents in bovine aortic endo-thelial cells.Results Compared with normal diet group ,the amounts of TG,LDL,IL-6,TNF-αincreased evidently (P<0.05), whereas the amounts of HDL decreased evidently (P<0.05) in the rats'blood of trans fatty acids group . After the soybean isoflavone intervened ,the amounts of TG,LDL,IL-6,TNF-αall decreased (P<0.01), meanwhile the amounts of HDL increased significantly (P<0.01).Soybean isoflavone inhibited NF-κB phosphorylation induced by trans fatty acids ( P<0.01) .The high expression of ICAM-1 and VCAM-1 induced by trans fatty acids was de-creased by soybean isoflavone when comparing with those in the control group ( P<0.01 ) .Conclusions Soybean isoflavone has a role in attenuating trans fatty acids trans fatty acids-induced atherosclerosis in rats .

Objective To analyze the implementation effect of formative assessment in nutri-tion and food hygiene. Methods 55 students of Class One from grade 2010 majoring in preventive medicine were taken as the control group, with 56 students of Class Two as the experimental group.The control group used the summative assessment , while the experimental group used the formative assessment. Results were analyzed by course examinations and questionnaire surveys. SPSS 17.0 soft-ware was used and the measurement data were expressed by x±s. Statistical analysis was performed using t test, test, rank sum test, a Yuan linear correlation analysis, with the level of test α=0.05. Results The experimental scores and final scores of experimental group students were significantly higher than the control group and the difference was statistically significant(P values were 0.001, 0.000). The experimental group's overall result is closer to the negative skewed distribution. The ex-perimental group's average score of 89 points is significantly higher than the control group's average score of 79 points(P<0.01), and the usual results and the final results were positively correlated(r=0.865, P<0.001). The survey indicated that the students recognized the application of formative assess-ment in teaching process . Conclusion Formative assessment can help improve the teaching and learning quality in nutrition and food hygiene.

Objective To assess the applicative effect of the flipped classroom in nutrition and food hygiene. Methods 48 students of Class One from Grade 2011 majoring in preventive medicine were taken as the TBL group, with 49 students of Class Two as the flipped classroom group. The TBL group used TBL and the formative assessment, while the flipped classroom group used the flipped classroom and the forma-tive assessment. The teaching effect was evaluated through the unified examination and teaching satisfaction questionnaire survey. SPSS 17.0 statistical software was used for the data t test between the groups, and Wilcoxon test, chi square test were used for the linear correlation analysis of the usual grade and final grade of the flipped classroom group. Results The experimental scores (9.21 ±1.14) and the final scores (66.76±4.53) of the flipped classroom group students were significantly higher than the experimental scores (8.31±1.01) and final scores (61.31±4.37) of the TBL group and the difference was statistically significant (t=4.50, P=0.004; t=5.45, P=0.003). The excellent distribution of the flipped classroom group's overall results were higher than that of the TBL group (u=21.36, P=0.002). The usual scores and the final scores were positively correlated (r=0.960, P=0.000) in the flipped classroom group. The results of the question-naire showed that the flipped classroom group students' satisfaction with the positive impact the teaching methods had on all aspects of their own was higher than that of TBL group (P<0.05). Conclusion The flipped classroom teaching can help improve the students' learning enthusiasm, thinking activity and com-municative competence.

Objective To explore the application and evaluation of S-P chart in analyzing examination papers of nutrition and food hygiene and improve the quality of examination.Methods 15 papers were randomly selected from 56 examination papers of nutrition and food hygiene and 5,4,5,1,0 were randomly selected from the students with scores of ＜60,60-69,70-79,80-89,and 90-100 with stratified samplingmethod.S-P chart and fuzzy S-P chart were drawn according to objective and subjective questions.Results In the S-P chart of multiple choice,both the P-curve and S-curve were in the lower right corner.There was no obvious fault on the S-curve,while P-curve had obvious faults.There were 2 questions and 1 student with alarm coefficient ＞ 0.75.The difference,difficulty coefficient,stability coefficient and suitability coefficient were 0.13,0.66,0.55 and 0.58 respectively.In the S-P chart of multiple choices,both the P-curve and S-curve were in the upper left corner.There was no obvious fault on the S-curve,while P-curve had obvious faults.There were 1 question and 1 student with alarm coefficient ＞ 0.75.The difference,difficulty coefficient,stability coefficient and suitability coefficient were 0.10,0.30,0.64 and 0.60 respectively.In the S-P chart of subjective questions,the difference was 0.275,and both the P-curve and S-curve were in the upper left corner and had no obvious fault.Conclusion The application of S-P chart can help teachers to analyze the difference between the quality of test questions and the grade of students,thereby making teaching more targeted and improving the quality of teaching and examination.

Objective To explore the application effects of blending learning mode which is based on SPOC in preventive medicine teaching. Methods 92 students of Grade 2013 majoring in medical imag-ing were divided into two classes. 47 students in the first class adopted LBL teaching method. Another class was experimental group, teaching the remaining 45 students by blending learning mode based on SPOC method. Analyses and assessments were done by course examinations and questionnaires. Results The experimental groups were better than the control groups not only in the average score of synthetic scores (t=5.068, P=0.000) but also in the 80-89 and 90-100 number distribution (Z=3.713, P=0.000). The question-naires showed that 72.6％students of the experimental group accepted blending learning mode which was based on SPOC. Conclusion Ability of explorative thinking, independent learning and effect of teaching can be achieved by blending learning model which is based on SPOC.

Objective:To explore the application effects of mixed courses based on E-disciplinary platform on the teaching of nutrition and food hygiene.Methods:The study included in 31 preventive medicine students from group 1 to 3 Batch 2015 in Binzhou Medical University, who were divided into control group adopting (lecture-based learning, LBL) teaching model. While another 30 students from group 4-6 were divided into the experimental group adopting mixed teaching based on E-disciplinary platform. Analysis and assessments were done by course examinations and questionnaires. SPSS 20.0 was used for t test, rank sum test and chi-square test. Results:According to the course examinations, students in the experimental group got higher scores than those in the control group in terms of usual, examination and overall test scores [(46.17±8.84) points vs. (42.35±8.28) points; (37.31±6.58) points vs. (33.61±6.38) points; (81.97±9.18) points vs. (74.32±8.32) points, ( t=4.69, t=3.16, t=5.16, P< 0.01)]. Furthermore, the experimental group were better than the control group in the number distribution of excellent performance in usual, examination and overall test ( Z=2.71, Z=2.13, Z=4.57, P<0.05). The questionnaires demonstrated that the overall satisfaction rate of the experimental group (77.8%) was higher than that of the control group (47.8%) ( χ2=34.98, P<0.001). Conclusion:Student learning effect and the teaching quality can be improved by applying mixed teaching based on E-disciplinary platform.