This study was aimed to observe the therapeutic effect of liver cirrhosis treated with Tibetan medicine . A total of 70 liver cirrhosis identified cases were orally administrated with Tibetan medicine for 45 days. The results showed that the cure rate, improvement rate, ineffective rate, and total effective rate were 24 . 29% ( 17/70 ) , 67 . 14% ( 47/70 ) , 8 . 57% ( 6/70 ) , and 91 . 43%. There were no significant differences on the routine tests of blood , urine , stool and renal function before and after the treatment . It was concluded that Ti-betan medicine has unique therapeutic effects in the treatment of liver cirrhosis without any obvious poisonous or side effect .

Objective:To explore the effect of MOOC in Tibetan medical physiology teaching.Methods:According to the different implementation of teaching mode, 65 clinical undergraduate students of Batch 2017 in Medical College of Tibet University were randomly divided into MOOC teaching group (22 students), MOOC PBL teaching group (21 students) and traditional teaching group (22 students). The test scores and teaching evaluation scores of the three groups were compared, and the teaching evaluation scores of MOOC team among the three teaching modes were compared. SPSS 25.0 was used for statistical analysis, and One-Way ANOVA was used to compare the three groups of data.Results:The scores of the main questions and the total scores of the classroom test from high to low were: MOOC PBL teaching group, MOOC teaching group and traditional teaching control group. Except for multiple-choice questions and fill-in-the-blank questions, the scores of other questions and total scores were all statistically significantly different ( P<0.05). The scores of students on interest in learning, learning initiative, knowledge memory, classroom situation, learning efficiency and the total score of teaching evaluation ranked from high to low were: MOOC PBL teaching group, MOOC teaching group and traditional teaching group ( P<0.05). In contrast, the scores of students on teaching interaction and classroom management in traditional teaching group were higher than those in MOOC PBL teaching group and MOOC teaching group ( P<0.05). The scores of MOOC teaching team on saving time, saving materials, teaching efficiency, learning goal achievement, students' acceptance, improving learning interest, learning initiative and total score of teaching effect from high to low were: MOOC PBL teaching group, MOOC teaching group and traditional teaching group ( P<0.05). Conclusion:The application of MOOC can improve the teaching effect and quality of the physiology teaching for medical students in Tibet.

Objective: To explore the effects of internet-based quiz on pathophysiological teaching. Methods: undergraduates from two different classes (41 of batch 2107 from nursing and 49 of batch 2016 from pharmacy) taught by the same teacher were enrolled in the study and randomized into quiz group and control group to compare their teaching effect. Indexes evaluated were scores of midterm exam and final exam, students' teaching evaluation scores and teachers' self-evaluation scores. T test for data analysis was performed by SPSS 20.0. Results: the scores of each general question and the total scores of midterm exam in the quiz group were higher than those in the control group, with statistically significant differences (P<0.005), except for the scores of short-answer and discussion questions. The scores of each general question and the total scores of final exams in the quiz group were higher than those in the control group, with statistically significant differences (P<0.005). Scores of knowledge memory, learning efficiency, learning interest, learning activeness and students' evaluation for the same teacher in the quiz group were significantly higher than those in the control group. There were no significant differences between two groups in the scores of classroom management, teacher's professional ethics, teaching democracy, homework, teaching capacity and teaching interaction. When using these two teaching methods, the scores of teachers for comprehending students' study, motivating students to study, saving working time, saving resources and teachers' self-evaluation in the quiz group were higher than those in the control group, with statistically significant differences (P<0.05). There were no statistical differences between two groups in the scores of classroom management, teacher's professional ethics, teaching democracy, homework, teaching capacity and teaching interaction. Conclusion Internet-based quiz is an effective way to improve students' study, so as to improve the teaching quality.

OBJECTIVE: To explore the clinical effect of Kirschner wire intramedullary fixation in the treatment of both-bone forearm fractures in children of high altitude area. METHODS: From August 2020 to December 2021, 19 children were treated with Kirschner wire intramedullary fixation including 11 males and 8 females, aged from 4 to 13 years old with an average of (8.16±2.71) years old. The course of disease was 1 to 10 days, with a mean of (4.11±2.51) d. First, close reduction was performed. If the reduction was unsuccessful, limited open reduction was performed, followed by Kirschner wire intramedullary fixation of the radius and ulna. The fracture healing was evaluated by X-ray after operation, and the curative effect was evaluated by Anderson forearm function score standard. RESULTS: The wound healed well after operation, 2 cases had clinical manifestations of needle tail irritation after operation, and the symptoms disappeared after removing the internal fixation. The average follow-up time was(7.68±3.50) months (3 to 14 months). X-ray showed that all fracture healing in follow-up, Anderson forearm function score showed excellent in 16 cases, good in 2 cases and fair in 1 case at the final follow-up. CONCLUSION Children with fractures in plateau areas often have delayed medical treatment, lack of medical conditions and insufficient compliance. Based on these characteristics, Kirschner wire intramedullary fixation for the treatment of children's double forearm fractures has the advantages of small injury and rapid recovery. It is a kind of operation method that can be popularized.
Male ; Female ; Humans ; Child ; Child, Preschool ; Adolescent ; Bone Wires ; Forearm ; Altitude ; Treatment Outcome ; Fractures, Bone/surgery* ; Fracture Fixation, Internal/methods* ; Radius Fractures/surgery* ; Fracture Fixation, Intramedullary/methods*