Objective To investigate the clinical and pathological features,immune phenotype,diagnosis,differential diagnosis of small intestine gastrointestinal stromaI tumors (GIST). Methods Clinical manifestations,pathological fea-tures and immunohistochemical characteristics were analyzed in 13 cases of small intestine gastrointestinal stromal tu-mors with review of the relative literature. Results Of 13 cases,age ranged from 34 to 76 years(mean 52 years),includ-ing 8 males and 5 females. There were 8 cases in jejunum,3 cases in ileum,2 cases in duodenum. In 13 patients,1 case was low risk,4 cases were middle risk,and 8 cases were high risk The diameter of tumors was 1.6-18 cm. Of 13 cases,there were 6 cases of spindle cell type,3 cases of epithelioid cell type and 4 cases of mixed cell type.Immunohis-tochemically,tumor cells were positive for CD117,DOG-1,Vimentin,but negative for Desmin, S-100. CD34 and SMA were positive in 5 cases,nestin was positive in 10 cases. The positive rate of Ki-67 was from+8%to+30%. Conclusion Small intestinal stromal tumors are rare tumors of alimentary tract, the prognosis was significantly worse in gastric GIST. Surgery is the principal and effective procedure for the tumors.

Objective:To retrospectively construct competency-based portfolios for medical students to analyze the factors influencing competency self-assessment, and to explore an approach to efficient portfolio construction.Methods:The participants were randomly selected among medical graduates of 2015 in Shantou University Medical College. Through records collection and an online questionnaire survey, portfolios were built for the participants based on their development data during eight years from college entrance, college education, to post-graduation medical education. The correlation between variables was determined using Kendall's tau-b correlation coefficients. The inter-group differences were analyzed using the Mann-Whitney U test. Results:A total of 126 usable questionnaires for effective developmental portfolios were collected. There were a total of 208 indicators collected, including 79 questionnaire indicators (including 36 for competency self-assessment). The reliability coefficient (Cronbach's α) of the questionnaire was 0.984. The factors related to competency self-assessment were identified. Conclusion:This study provides a basis for the implementation of portfolio assessment, which can promote students' self-assessment and competency development. Optimizing the indicator system, building an online platform, increasing participants' participation motivation, and emphasizing self-reflection and feedback will help improve the efficiency of developmental portfolio construction and its performance.