Objective:To explore the application effects of a method combining progressive case study and fishbone diagram in clinical teaching of interns in general surgery, and evaluate its impact on medical students' theoretical knowledge mastery, clinical practice ability development, and systematic thinking cultivation.Methods:Sixty undergraduate clinical medicine students who interned in the Department of General Surgery from July 2022 to December 2023 were selected as the research subjects and randomly divided into a control group ( n=30) and an observation group ( n=30). The control group received traditional case-based teaching through centralized lectures, group discussions, and review/Q&A sessions. The observation group received an integrated teaching approach combining progressive case study and fishbone diagram through the design of progressive cases and fishbone diagrams. Teaching effectiveness was evaluated through theoretical assessment, practical assessment, and teaching satisfaction survey. SPSS 22.0 was used for t-test and χ2 test. Results:The total score of theoretical assessments for the observation group interns was higher than that of the control group [(86.97±4.60) vs. (66.06±5.96), t=-17.79, P<0.001]. The differences in scores of diagnosis and treatment standards [(17.03±1.82) vs. (14.07±2.35)] and differential diagnosis [(12.85±1.42) vs. (8.92±2.37)] were particularly significant. In the practical assessments, the total score of the observation group interns [(90.19±5.04) vs. (68.63±4.30), t=-17.82, P<0.001] and their scores in individual assessments were higher than those of the control group, especially in acute abdomen evaluation [(18.23±1.72) vs. (14.37±2.05)], laparoscopic spatial positioning [(8.83±0.95) vs. (5.92±1.38)], and intraoperative emergency management [(8.95±0.97) vs. (6.05±1.23)]. The satisfaction scores of the observation group interns were higher than those of the control group ( P<0.001), with the greatest improvement in clinical thinking [(4.65±0.61) vs. (3.10±0.71)] and teacher-student interaction quality [(4.72±0.53) vs. (3.11±0.63)]. Conclusions:The teaching method combining progressive case study and fishbone diagram significantly improved interns' theoretical assessment scores, practical operation ability, and clinical decision-making level through the dynamic presentation of case evolution processes and the application of structured analysis tools, and also enhanced the teaching satisfaction.

Objective:To explore the application effects of a method combining progressive case study and fishbone diagram in clinical teaching of interns in general surgery, and evaluate its impact on medical students' theoretical knowledge mastery, clinical practice ability development, and systematic thinking cultivation.Methods:Sixty undergraduate clinical medicine students who interned in the Department of General Surgery from July 2022 to December 2023 were selected as the research subjects and randomly divided into a control group ( n=30) and an observation group ( n=30). The control group received traditional case-based teaching through centralized lectures, group discussions, and review/Q&A sessions. The observation group received an integrated teaching approach combining progressive case study and fishbone diagram through the design of progressive cases and fishbone diagrams. Teaching effectiveness was evaluated through theoretical assessment, practical assessment, and teaching satisfaction survey. SPSS 22.0 was used for t-test and χ2 test. Results:The total score of theoretical assessments for the observation group interns was higher than that of the control group [(86.97±4.60) vs. (66.06±5.96), t=-17.79, P<0.001]. The differences in scores of diagnosis and treatment standards [(17.03±1.82) vs. (14.07±2.35)] and differential diagnosis [(12.85±1.42) vs. (8.92±2.37)] were particularly significant. In the practical assessments, the total score of the observation group interns [(90.19±5.04) vs. (68.63±4.30), t=-17.82, P<0.001] and their scores in individual assessments were higher than those of the control group, especially in acute abdomen evaluation [(18.23±1.72) vs. (14.37±2.05)], laparoscopic spatial positioning [(8.83±0.95) vs. (5.92±1.38)], and intraoperative emergency management [(8.95±0.97) vs. (6.05±1.23)]. The satisfaction scores of the observation group interns were higher than those of the control group ( P<0.001), with the greatest improvement in clinical thinking [(4.65±0.61) vs. (3.10±0.71)] and teacher-student interaction quality [(4.72±0.53) vs. (3.11±0.63)]. Conclusions:The teaching method combining progressive case study and fishbone diagram significantly improved interns' theoretical assessment scores, practical operation ability, and clinical decision-making level through the dynamic presentation of case evolution processes and the application of structured analysis tools, and also enhanced the teaching satisfaction.

Background and objective Uridine-diphosphoglucuronosyl transferase 1A1 (UGT1A1),UGT1A1 *28 polymorphism can reduce UGT1A1 enzymatic activity,which may lead to severe toxicities in patients who receive irinotecan.This study tries to build a fragment analysis method to detect UGT1A1 *28 polymorphism.Methods A total of 286 blood specimens from the lung cancer patients who were hospitalized in Guangdong General Hospital between April 2014 to May 2015 were detected UGT1A1*28 polymorphism by fragment analysis method.Results Comparing with Sanger sequencing,precision and accuracy of the fragment analysis method were 100％.Of the 286 patients,236 (82.5％ harbored TA6/6 genotype,48 (16.8％) TA 6/7 genotype and 2 (0.7％) TA7/7 genotype.Conclusion Our data suggest hat the fragment analysis method is robust for detecting UGT1A1 *28 polymorphism in clinical practice.It's simple,time-saving,and easy-to-carry.

Objective:To establish a method based on the iPLEX analysis of MassARRAY mass spectrometry platform to detect multiplex genetic mutations among Chinese lung cancer patients. Methods:We reviewed the related literature and data of lung cancer treatments. We also determined 99 mutation hot spots in 13 target genes, namely, EGFR, KRAS, ALK, FGFR1, FGFR2, FGFR3, PIK3CA, BRAF, PTEN, MET, ERBB2, AKT1, and STK11, which are closely related to the pathogenesis, drug resistance, and metastasis of lung cancer and are associated with relevant transduction pathways. A total of 297 primers comprising 99 paired forward and reverse amplification primers and 99 matched extension primers were designed by using Assay Design in accordance with the mutation label and format requirements of the MassARRAY platform. The detection method was established by analyzing eight cell lines and six lung cancer specimens;the proposed method was then validated through comparisons with a LungCarta kit. The sensitivity and specificity of the proposed method were evaluated by directly sequencing EGFR and KRAS genes in 100 lung cancer cases. Results:The proposed method could detect multiplex genetic mutations in the lung cancer cell lines, and this finding is consistent with that observed using previously reported methods. The proposed method could also detect such mutations in clinical lung cancer specimens;this result is also consistent with that observed by using the LungCarta kit. However, an FGFR2 mutation was detected only by using the proposed method. The measured sensitivity and specificity were 100%and 96.3%, respectively. Conclusion:The proposed MassARRAY technology-based method could detect multiplex genetic mutations among Chinese lung cancer patients. Indeed, the proposed method can be potentially applied to detect mutations in cancer cells.