Objective:To observe the efficacy and safety of intrapleural injection with urokinase ( UK) in the treatment of tubercu-lous pyothorax. Methods:Totally 120 patients with tuberculous pyothorax were randomly divided into two groups. The vomicae in the control group were rinsed with 5% sodium bicarbonate, and those in the observation group were treated with UK. The total effective rate, symptom relief time, closure time of vomicae, pleural thickness changes and adverse reactions were observed in the two groups. Results:The total effective rate of the control group and the observation group respectively was 81. 7% and 98. 3%, which showed sta-tistically significant difference (P<0. 01). The symptom remission time and the pus cavity closure time of the observation group were shorter than those of the control group (P<0. 05). The pleural thickness of the observation group was thinner than that of the control group at the end of the treatment (P<0. 05). The incidence of adverse drug reactions in the observation group was significantly higher than that in the control group (P<0. 01). Conclusion:The curative effect of UK in the treatment of tuberculous pyothorax is better than that of sodium bicarbonate, however, it is necessary to pay attention to monitoring such adverse reactions as bleeding, low heat and the others.

Objective To explore the impact of introducing cutting-edge scientific and technologi-cal literature into the general course of nutrition and health on the teaching effect. Methods Undergrad-uates were divided into experimental group and control group, with 50 students per group. The views from top research papers, as a part of teaching substance, were introduced to experimental group but not control group. The results of studying were evaluated by quiz and team presentation, and the effects of teaching were evaluated by questionnaire. The data were analyzed by the statistic method of independent sample double t-test. Results Statistical difference was found in average score between experiment group and control group [(54.40 ±5.47) vs. (47.96 ±4.29) in quiz, and (38.54 ±0.85) vs. (36.14 ±1.21) in team presentation, P=0.000]. Meanwhile, the score of questionnaire survey for interest, active thinking, studying effect, satisfaction and peer recommendation in experimental group were significantly higher than control group (P<0.05). Conclusion The introduction of cutting-edge research papers in class helps students to be more thoughtful and creative, thus it is an effective way to improve the integrative quality of the under-graduates. In the selection of literature content, we should adopt topics that are close to life, so as to arouse students' interest in active learning.