Liver fibrosis is a key pathological process in the progression of chronic liver disease toward cirrhosis and liver failure. The development of liver fibrosis is closely related to a variety of etiologies, including alcoholic hepatitis, metabolic dysfunction-associated steatotic liver disease (MASLD), viral hepatitis, and drug-induced liver injury. Although advances in antiviral therapies for hepatitis B have contributed to a decline in its incidence, other etiologies such as MASLD and alcoholic hepatitis are becoming the main drivers for liver fibrosis. Currently, the management of liver fibrosis primarily focuses on controlling the underlying causes of liver fibrosis, including antiviral therapy and the cessation of alcohol or drug exposure. However, effective therapeutic options for advanced fibrosis remain limited, resulting in severe complications such as hepatic encephalopathy and portal hypertension, which markedly increase patient mortality and socioeconomic burden. Therefore, early diagnosis and timely intervention for liver fibrosis are essential to prevent disease progression. With the ongoing advancement of modern molecular biology technologies, our understanding of the pathogenesis and pathophysiology of liver fibrosis continues to deepen. In this review, we summarize the molecular mechanisms, diagnostic approaches, current treatments, and potential therapeutic targets for liver fibrosis.

Objective To explore the effective evaluation methods of case-based learning (CBL) in critical disease teaching.Methods Totally 53 undergraduate students in department of clinical medicine of Shanghai Jiao Tong University,who practiced in our hospital from 2010 to 2012,were divided into the traditional teaching group and CBL teaching group.We used traditional teaching combining with CBL teaching in CBL group.Common cases of critical illness(severe acute pancreatitis and multiple trauma)in intensive care unit (ICU) were selected for CBL cases.The evaluation of theoretical knowledge,mini-clinical evaluation exercise(Mini-CEX)and direct observation of procedural skills (DOPS) were continued after teaching and practice.Results These was no significant difference in the theoretical knowledge examination between the two groups. In Mini-CEX,the students in CBL group were better concerning the medical interview capacity (P=0.000),humanistic care (P=0.013),clinical diagnosis(P=0.035),counseling(P=0.009) and the overall clinical competence (P=0.008) than those in traditional teaching group.The DOPS scores of endotracheal intubation (P=0.016)and central venous catheterization (P=0.001)discussed in CBL teaching were significantly higher in CBL group.Conclusion Traditional theoretical knowledge examination has little significance in the assessment of CBL teaching,but Mini-CEX and DOPS can reflect the advantages of CBL teaching better in the assessment of clinical abilities and skills.