OBJECTIVE To investigate the characteristics and laws of changes in electrically evoked auditory brainstem responses(EABR),electrically evoked stapedius reflex(ESRT) after cochlear implantation in children with inner ear malformation.METHODS 88 cases of Australian 24 multi-channel cochlear implants were divided into normal group and inner ear malformation group,The EABR and ESRT thresholds were measured at different periods within one year after operation.Behavior auditory responses,T-level and C-level were measured 1 year postoperatively to analyze their characteristics and changes.RESULTS The EABR and ESRT thresholds in the patients with inner ear malformation were significantly higher than those in the normal cochlear group(P＜0.05).The changing trend of EABR and ESRT were the same in the 2 groups,the overall trend is that low frequency value is low,high frequency value is higher.EABR,ESRT threshold increased gradually after 1 year,EABR was significantly correlated with T-level,and ESRT was significantly correlated with C-level.CONCLUSION The changes of EABR and ESRT thresholds in the cochlear implantation of the inner ear malformation group were similar to those of the normal cochlear group,the thresholds can be used to guide mapping for the inner ear malformation of the cochlear implant.

Objective:To study the application of flipped classroom teaching mode in nursing teaching of Gastroenterology Department and its influence on the mastery of nursing theory and professional skills of nursing students.Methods:Using the convenient sampling method, a total of 136 nursing students who took internship Gastroenterology Department of Shanxi Provincial People's Hospital from July 2018 to January 2020 were selected. From July 2019 to January 2020, 69 nursing students were selected as the experimental group, and they were given flipped classroom teaching mode. From July 2018 to January 2019, 67 nursing students were set as the control group, and they were given the traditional teaching mode. The nursing theory, professional skills and comprehensive ability of nursing students and their evaluation of the teaching quality and satisfaction were observed and compared between the two groups.Results:The scores of after-department nursing theory and professional skills of nursing students in the experimental group were respectively (88.45±7.12) and (92.78±3.03) , which were higher than (80.32±8.56) and (88.15±3.62) of the control group, and the differences were statistically significant ( t=5.921, 7.952; P<0.05) . Scores of nursing consultation, physical examination, diagnosis, measures, health education, humanistic care, organizational efficiency and overall evaluation of the experimental group were respectively (6.21±1.25) , (6.45±1.03) , (6.53±1.21) , (6.59±1.28) , (6.98±1.12) , (6.59±1.21) , (6.30±1.18) and (7.01±1.16) , higher than (5.37±1.59) , (5.58±1.32) , (5.29±1.64) , (5.62±1.71) , (6.03±1.57) , (5.70±1.42) , (5.21±1.72) and (6.08±1.65) of the control group ( t=3.370, 4.216, 4.940, 3.686, 4.001, 3.867 , 4.246, 3.746; P<0.05) . The scores of teaching effect, teaching content and teaching method in experimental group were respectively (21.65±1.19) , (20.27±1.80) and (21.43±1.25) , which were higher than (19.13±1.28) , (18.81±2.79) and (19.47±1.21) in control group, and the differences were statistically significant ( t=11.676, 3.575, 9.112; P<0.05) . The satisfaction of the nursing students in the experimental group on theoretical knowledge, learning interest, practical skills, self-study ability and actual problem-solving ability were respectively 94.03%, 97.01%, 95.52%, 91.04% and 92.54%, which were higher than 81.25%, 85.94%, 84.38%, 78.13%, 79.69% in the control group, and the differences were statistically significant (χ 2=4.986, 5.222, 4.550, 4.224, 4.560; P<0.05) . Conclusions:The application of the flipped classroom teaching mode in the nursing teaching of Gastroenterology Department helps nursing students to master nursing theory and professional skills and improve the quality of teaching.