Objective To quantitatively assess the liver fat content by Nav IDEAL-IQ and compare with conventional breath-hold IDEAL-IQ and magnetic resonance spectroscopy (MRS).Methods Twenty volunteers,twenty fatty liver patients and twenty patients with other liver diseases were enrolled in this study.IDEAL-IQ,Nav IDEAL-IQ and MRS imaging were performed and fat fraction (FF) were measured respectively.The results were compared by t-test to explore whether there were differences between these groups. Spearman correlation analysis was also used to test the correlation.Results No significant differences in the FF measured by IDEAL-IQ,Nav IDEAL-IQ and MRS in normal volunteers [(4.09±0.82)%,(3.94±0.83)%,(3.92±0.85)%],fatty liver [(15.5±6.1)%,(11.8±6.5)%,(1 2 .4 ± 7 .2 )% ] and other liver lesions patients [(4.20±0.84)%,(4.00±0.94)%,(3.97±0.96)%]were found between these groups (P>0.05). There was a significant positive correlation between Nav IDEAL-IQ and MRS,and the correlation coefficients of these groups were 0.959,0.786 and 0.945,respectively.Conclusion The results of Nav IDEAL-IQ of fat quantification are consistent with MRS results and it increases the success rate of fat quantitative testing.In a word,it is a noninvasive,convenient and accurate way to measure fat fraction.

Objective To explore the effects of tutor psychological counseling on adaptation in freshmen of university. Methods From September 2015 to September 2016, we selected 212 five-year undergraduate freshmen majored in clinical medicine from two classes of 2015 in Hubei University of Medicine as subjects by convenience sampling. Students of class 1 of clinical medicine were set as the experimental group (n=105). Students of class 2 of clinical medicine were set as the control group (n=107). Students of control group were taught according to conventional methods. Otherwise, students of the experimental group accepted targeted psychological counseling by instructors assisted by tutor. All of the students were evaluated with the China College Student Adjustment Scale (CCSAS) when they enrolled and one year after they enrolled. Results After implementing psychological counseling, the scores of 7 dimensions of CCSAS including interpersonal relationship, learning adaptation, campus adaptation, occupational selection, emotion, self-adaptation, satisfaction of students of the experimental group were (35.87±4.528), (45.10±7.682), (29.21±4.243), (33.02±4.290), (29.84±5.000), (29.07±5.432), (18.75±3.419) higher than those [(33.66±5.234), (37.91±8.280), (25.84±4.685), (28.79±3.683), (27.13±4.535), (25.21±4.455), (17.15±3.618)]of the control group with significant differences (t=-3.275, -6.559, -5.422, -7.698, -4.131, -5.650, -3.314; P<0.01). Conclusions Tutor psychological counseling improves the adaptation of freshmen of university. It is worth to be used widely.