Diabetic osteoporosis(DOP)is a serious complication of diabetes mellitus(DM),with bone loss and microstructure destruction.The onset of DOP is insidious,and early symptoms are not obvious.As the condition progresses,the disability and mortality rates increase in DM patients.The advanced glycation end products receptor(AGEs-RAGE)axis can mediate different signaling pathways involved in regulating osteoblasts.This article reviews the mechanism of AGEs-RAGE axis mediated p38 mitogen activated protein kinase signaling pathway in regulation of osteoblasts in DOP.

Objective:To explore the effect of the teaching reform of "Community Nursing" in our school in different grades of nursing undergraduates.Methods:A total 174 nursing students in Grade 2009, 2010 and 2013, from School of Nursing at Shanghai Jiao Tong University were selected. Various teaching methods were carried out, including continuously carding teaching content, gradually adopting a community assessment approach, participating in community health education, and developing family health education plans and student-centered teaching methods. At the end of the course, all students completed the self-design curriculum evaluation questionnaires. By comparing the evaluation of teaching reform in different grades, the effect of the teaching reform scheme was analyzed. One-way analysis of variance and student Newman Keuls method were performed to compare the differences among different grades with SPSS 19.0 software.Results:The scores of the five dimensions of "curriculum organization", "teaching content", "teaching form", "teaching evaluation" and "teaching arrangement" were much higher in Grade 2013 and 2010 than in Grade 2009 ( P<0.05). After the teaching reform, students' satisfaction with the curriculum organization was improved; simplifying the teaching content reduced the repetition between courses; implementing the diversified teaching form enhanced students' participation; adopting a diversified teaching evaluation system expanded students' understanding of learning content; integrating different teaching locations and equipment brought real service experience to students. Conclusion:The series of teaching reforms of "Community Nursing" have achieved positive results in adjusting the curriculum framework, focusing on community nursing, improving students' participation, combining varied assessment methods and developing multiple teaching points and have been recognized by the students, so that the results may provide a reference for the next teaching rounds of "Community Nursing" with the fourth edition.