Objective:To investigate the effect of the Feynman learning method combined with mind mapping in standardized training and teaching in the department of burn and plastic surgery.Methods:A total of 87 standardized training residents in Department of Burn and Plastic Surgery from 2022 to 2023 were included in this study, and according to the order of enrollment, they were divided into control group with 42 residents and observation group with 45 residents. The residents in the control group received traditional teaching, while those in the observation group received teaching using the Feynman learning method combined with mind mapping. The two groups were compared in terms of assessment scores (theoretical, practical, and critical thinking abilities), self-learning ability, the evaluation of teaching methods by residents, and the evaluation of the performance of residents by teachers. SPSS 22.0 was used to perform the t-test and the chi-square test. Results:Compared with the control group, the observation group had significantly higher scores of theoretical assessment, practical operation, and critical thinking ability [(84.75±6.31), (82.74±5.95), and (319.84±7.52) vs. (73.54±5.67), (74.22±5.41), and (291.87±5.74), P<0.05]. The observation group also had a significantly higher score of self-learning ability than the control group [(16.08±3.41) vs. (13.14±2.57), P<0.05]. Compared with the control group, the observation group had a significantly higher degree of satisfaction with teaching content, teaching methods, teaching process, and teaching effectiveness (93.33%/95.56%/88.89%/97.78% vs. 73.81%/71.43%/71.43%/76.19%, P<0.05), and the teachers of the observation group had a significantly higher degree of satisfaction with the basic theoretical assessment, learning attitude, problem-solving ability, and communication ability of students than those of the control group (91.11%, 95.56%, 86.67%, and 97.78% vs. 69.05%, 76.19%, 66.67%, and 80.95%, P<0.05). Conclusions:The combination of the Feynman learning method and mind mapping teaching has greater advantages and a better practice teaching effect than traditional teaching in the standardized training of burn and plastic surgery, and therefore, it holds promise for further application.

Objective:To investigate the effect of the Feynman learning method combined with mind mapping in standardized training and teaching in the department of burn and plastic surgery.Methods:A total of 87 standardized training residents in Department of Burn and Plastic Surgery from 2022 to 2023 were included in this study, and according to the order of enrollment, they were divided into control group with 42 residents and observation group with 45 residents. The residents in the control group received traditional teaching, while those in the observation group received teaching using the Feynman learning method combined with mind mapping. The two groups were compared in terms of assessment scores (theoretical, practical, and critical thinking abilities), self-learning ability, the evaluation of teaching methods by residents, and the evaluation of the performance of residents by teachers. SPSS 22.0 was used to perform the t-test and the chi-square test. Results:Compared with the control group, the observation group had significantly higher scores of theoretical assessment, practical operation, and critical thinking ability [(84.75±6.31), (82.74±5.95), and (319.84±7.52) vs. (73.54±5.67), (74.22±5.41), and (291.87±5.74), P<0.05]. The observation group also had a significantly higher score of self-learning ability than the control group [(16.08±3.41) vs. (13.14±2.57), P<0.05]. Compared with the control group, the observation group had a significantly higher degree of satisfaction with teaching content, teaching methods, teaching process, and teaching effectiveness (93.33%/95.56%/88.89%/97.78% vs. 73.81%/71.43%/71.43%/76.19%, P<0.05), and the teachers of the observation group had a significantly higher degree of satisfaction with the basic theoretical assessment, learning attitude, problem-solving ability, and communication ability of students than those of the control group (91.11%, 95.56%, 86.67%, and 97.78% vs. 69.05%, 76.19%, 66.67%, and 80.95%, P<0.05). Conclusions:The combination of the Feynman learning method and mind mapping teaching has greater advantages and a better practice teaching effect than traditional teaching in the standardized training of burn and plastic surgery, and therefore, it holds promise for further application.

OBJECTIVE To optimize the extraction technology of volatile components from Wuyao decoction. METHODS On the basis of single factor investigation ，the extraction technology of volatile components from Wuyao decoction was optimized and validated by Box-Behnken design-response surface technology using the contents of bomyl acetate ，cyperotundone，α-cyperone， ligustilide and dehydrocostuslactone ， extraction rate of volatile oil as indexes ， with extraction time ， soaking time and liquid-material ratio as factors. On this basis ，the extraction state of the decoction was quantified. RESULTS The optimal extraction technology was as followed ：the ratio of liquid -material was 13∶1（mL/g），soaking time was 0.5 h，and the extraction time was 6 h in the boiling state. The comprehensive scores of the three validation experiments were 0.948 7，0.948 4 and 0.948 6 respectively （RSD＝0.02％，n＝3），and the deviation from the predicted value （0.947 9）was no more than 1％. The boiling state of the decoction in 180 ℃ oil bath was taken as the sudden boiling state. CONCLUSIONS The optimized extraction technology is stable and feasible.

This commentary begins with standards and the key elements of case management in western countries, and summarized the current situation and problems of case management in China .Foreign countries have established the standards of practice for case management , which included the national self assessment for case management practice , the national code of ethics for case management , and the national skill set for effective case management .The authors believe that the cooperation of multiple disciplines and institutions is the key element , the needs of patients are the orientation , and case managers are the central coordinator .The main problems of case management in our country includes the misunderstanding of concepts of case management , limited resource and information , lack of training and assessments of case managers , and lack of quality control and outcome evaluation system .