Objective To fully assess the status of cancer chemotherapy quality of secondary and tertiary hospitals in Shanghai City in order to improve the quality control system of cancer chemotherapy.Method According to the supervision plan of Shanghai Cancer Chemotherapy Quality Control Center,all of the 103 secondary and tertiary hospitals in Shanghai City which administrated chemotherapy to cancer patients have been inspected in 2015.SPSS13.0 was used for data aggregation and analysis.Result The cancer chemotherapy quality was significantly different between the secondary and tertiary hospitals,as well as between the oncoiogy and non-oncology departments,the main problems were as follow.:the informed consent content was incomplete (33.04％);pathological diagnosis was incomplete or missing (15.50％);tumor stage was not standardized or no staging (56.27％);the chemotherapy purposes (42.44％) and the chemotherapy indications (37.47％) and contraindications (12.21％) were incomplete or missing;the evaluation of chemotherapy efficacy was incomplete or not evaluated (24.10％);the mid-term assessment was incomplete or not evaluated (27.72％);admission history (16.28％) and records of the chemotherapy day (32.04％) were incomplete or missing.Conclusion The quality of medical records of cancer chem0therapy in Shanghai City is significantly related to hospital level and specialty.The hospital authorities should learn the quality control standards based on their own problems.

Objective To research the efficiency of interactive teaching combined with group discussion in prosthodontics course. Methods Totally 40 stomatology students of 2009 grade were divid-ed into 2 groups by stratified random sampling , 6 males and 14 females in each group. Students in con-trol group were taught by traditional teaching method while those in the test group were taught by interac-tive teaching method during prosthodontics course. Knowledge lectures and cases discussion in interactive teaching method were distributed as ratio of 3∶1 in class time , and network interactive teaching was car-ried out after class. Exam was taken after the course, which included single choices(80 questions, 80 points), true or false questions(20 questions, 20 points) and case analysis(5 questions, 50 points). Full marks of the exam was 150 points and exam time was 150min. Then questionnaire survey was carried out, which included the students' interest in learning and cognition of learning difficulty. Exam scores were statistically analyzed by two sample t-test(α=0.05) and the questionnaire survey results were statistically analyzed by Mann-Whitney U test(α=0.05). Results Average scores were(109.22±8.22) in control group and(126.28±8.72) in test group, with statistical differences(F=1.1254, P=0.000). There were statistical differences between control group and test group in studying interest(Z=-2.869, P=0.004) and difficulty(Z=-2.711, P=0.007). Conclusions Initiative, thinking capacity and scores can be enhance by interactive teaching method which is more efficiently than traditional teaching method.