1.The effect of basic fibroblast growth factor on new bone formation in the repairment of mandibular defects
Xinquan JIANG ; Kefen PAN ; Shixun LIU
Journal of Practical Stomatology 1996;0(02):-
Objective: To study the effects of basic fibroblast growth factor(bFGF) on promoting new bone formation in repairing mandibular defects.Methods: 15 mm?6 mm bilateral mandibular periosteum bone defects were made surgically in 18 adult New Zealand rabbits, the right defects were repaired with natural non organic bone (NNB) combined with bFGF at 40 ng/mm 3, the left defects were repaired with NNB. Specimens were obtained 3, 6, 12 weeks after operation respectively. The effects were evaluated with toluidine blue stain observation, tetracycline fluorescent microscopic examination and computerized quantity analysis. Results: More chondrocytes were observed in the right defects 3 weeks after operation. 3, 6, 12 weeks after operation the new bone formation (?m 2) in the right defects was 66.092?6.379, 130.198?13.213 and 235.374?16.773 respectively; that in the left defects 21.844? 7.731 , 62.694?10.389 and 160.184?14.793 respectively( P
2.Application of flipped classroom combined with problem-based learning in the teaching of diagnostic audiology
Wenqi ZUO ; Lizhu JIANG ; Yi QIAN ; Tao CHEN ; Shixun ZHONG ; Houyong KANG ; Guohua HU
Chinese Journal of Medical Education Research 2023;22(9):1343-1347
Objective:To investigate the teaching effect of flipped classroom combined with problem-based learning (PBL) in the teaching of the Diagnostic Audiology course.Methods:A total of 72 undergraduate students majoring in audiology and speech rehabilitation in the classes of 2019 and 2020 in Chongqing Medical University were enrolled as subjects, and three chapters of the Diagnostic Audiology course were selected for teaching reform. The 34 students in the class of 2019 were enrolled as control group and received lecture-based learning (LBL), and the 38 students in the class of 2020 were enrolled as experimental group and received flipped classroom combined with PBL. The teaching effect was evaluated by comparing the two groups in terms of classroom test scores, classroom participation scores, degree of satisfaction with teaching effect, and overall satisfaction with teaching. SPSS 23.0 software was used to perform the t-test, the chi-square test, and the Mann-Whitney U test. Results:The experimental group had a significantly higher classroom test score than the control group (25.95±1.21 vs. 23.21±1.55, P<0.001). In terms of classroom participation scores, the experimental group had significantly higher scores of participation in class discussion, cooperative and collaborative abilities, and questioning skills than the control group (all P<0.001). In terms of the degree of satisfaction with teaching, compared with the control group, the experimental group had significantly higher degrees of satisfaction in the dimensions such as interest in learning, mastery of theoretical knowledge, teamwork and collaboration abilities, self-learning ability, and self-presentation ( P=0.005, 0.009, 0.001, 0.016, and 0.005). In addition, the experimental group had a significantly higher degree of overall satisfaction with teaching than the control group ( P=0.006). Conclusion:Flipped classroom combined with PBL has a good teaching effect in the Diagnostic Audiology course and thus holds promise for further application.
3. Effect of short-term mindfulness intervention on anxiety and perceptual stress among senior high school students
Chunyang ZHANG ; Shixun JIANG ; Kangjie ZUO ; Wei XU
Chinese Journal of Behavioral Medicine and Brain Science 2019;28(9):797-801
Objective:
To explore the internal mechanism of short-term mindfulness intervention in reducing individual anxiety and stress perception.
Methods:
Totally 134 subjects were recruited and randomized into attention group (