The basic course of medical specialty is an important part of medical education. There are few studies on effective teaching of basic courses of medical specialty. Based on the course of Pharmacology, this paper discusses the connotation, influencing factors and strategies of effective teaching of basic courses of medical specialty. The factors influencing the effective teaching of basic courses of medical specialty are multiple, that mainly includes four dimensions: students, teachers, course resources and teaching environment. Strategies to improve teaching effect include strengthening the idea of education, positioning goals hierarchically, optimizing curriculum structure, and innovating education platform.

Applying the effective teaching theory to the small-class teaching of pharmacology can improve the flexibility of small-class teaching mode under the guidance of the concept of effective teaching and high efficiency. The course chapters were randomly selected for traditional teaching mode or small-class teaching mode based on effective teaching theory in the same class. Practice has proved that the small-class teaching based on AO-AMFM can enhance student analysis and make careful smart objective and teaching frame work before class, and can also reach prompt activation, multi-learning, effective feedback and multi-summary, which can significantly improve students' learning enthusiasm and learning efficiency.

Aim To observe the mRNA expressions of cell cycle regulators at different time points during the hypertrophic process of H9 c2 rat cardiomyoctes in-duced by angiotensin Ⅱ stimulation.Methods H9c2 myocytes were stimulated with 1.0 μmol · L-1 angio-tensin Ⅱ (Ang Ⅱ)for scheduled time.Cells were stained by Rhodamine labeled phalloidin and the cell area was measured by ImageJ software.mRNA expres-sion levels of cyclin B,D,E,cyclin dependent kinase (CDK)1,2,4,6,and CDK inhibitor p21 were de-termined by real-time PCR at different time points (0, 5,10,30 min,and 1,2,3,6,12,24,48 h).Re-sults H9 c2 cell size increased soon after stimulation of Ang Ⅱ;mRNA expressions of cyclin E,CDK4 and CDK2 all reached the peak at 5 min after stimulation of Ang Ⅱ;mRNA expression of cyclin D was increased dramatically at 10 min,followed by a decrease trend. However,the mRNA expression of cyclin B and CDK6 both showed two peaks,a p2 1 mRNA level was up to the peak at 30 min,and the expression was lowest at 3h.Although its expression increased gradually after 3h,p21 mRNA remained low level.Conclusion mRNA expression levels of the cell cycle regulators fluctuate and jointly facilitate the hypertrophic process of cardiomyocytes.

100 cases of gastritis verrucosa were classified into acute stage and chronic active stage according to the morpnological and histological characteristics.The CP positive rates in the above two stages were 97% and 68.7%,respectively,while that of the erosion area and the surrounding intact mucosa ' were 83.0% and 45.0%,respectively.The amount of CP was directly related to the degree of inflammatory cell infiltration and erosion.So VG was closely related to CP infection.In the chronic active stage,the detection rates of the Ig coated CP in the tissue section,serum IgA,IgG,and gastric juice IgA were all higher than those in the acute stage (P

Objective:To explore the effect of the X-BL mixed teaching mode on Pharmacology course. Methods:In Pharmacology course of the 2017 pharmacy major of our university, 3 teaching units were randomly selected as the control group while the rest 3 teaching units were selected as the experimental group. Traditional teaching mode was carried out in control group. In the experimental group, we designed a X-BL mixed teaching mode composed of web-based learning (WBL), case-based learning (CBL), and team-based learning (TBL). Teaching effects of the two groups were compared using online unit tests and questionnaires. Test scores were analyzed by SPSS 20.0, and differences between groups were analyzed by t test. Results:The test scores of each unit of the experimental group were significantly higher than those of the control group ( P<0.01), and the low scores were all zeroed. The questionnaires showed that the two groups showed similar learning willingness, but the experimental group students were more satisfied with teaching method, teaching quality, classroom atmosphere, teacher guidance and learning effect than the control group. Conclusion:The X-BL mixed teaching mode, which focused on case teaching and group learning, integrated online and offline teaching, and information teaching, has showed a better teaching effect than traditional teaching in the Pharmacology courses. This teaching mode may have certain promotion value in the future teaching applications.