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 investigate the current status of activation in patients with spinal cord injury and analyze its influencing factors.Methods:Using the convenient sampling method, a total of 127 patients from Department of Spinal Surgery in the Third Affiliated Hospital of Soochow University from October 2020 to August 2021 were selected as the research objects. The patients were investigated by General Data Questionnaire, Patient Activation Measure (PAM) , General Self-Efficacy Scale (GSES) , Connor-Davidson Resilience Scale (CD-RISC) , Social Support Rating Scale (SSRS) and Hospital Anxiety and Depression Scale (HADS) . Multiple linear hierarchical regression analysis was used to investigate the influencing factors of activation in patients with spinal cord injury.Results:A total of 127 questionnaires were sent out, and 122 were effectively received, with the effective recovery of 96.1%. The score of activation in patients with spinal cord injury was (54.71±7.23) . Regression analysis showed that injury site, mental resilience and social support were the main influencing factors of activation ( P<0.05) , and the global regression model explained 50.0% of the variation in activation in patients with spinal cord injury. Conclusions:Patients with spinal cord injury generally have moderate levels of activation during hospitalization. The activation of patients with spinal cord injury is a positive psychosocial resource, and rehabilitation nurses should pay more attention to it, and improve the mental resilience and social support of patients, so as to further enhance the activation of patients.

Objective Budd-Chiari syndrome is apt to be misdiagnosed,so we explore its diagnosis and treatment by liver transplantation.Methods We retrospectively analyzed the clinical data of two patients who underwent liver transplantation for Budd-Chiari syndrome.One patient was misdiagnosed before the transplantation and another was diagnosed correctly.Results Both patients were grouped to Child C category with decompensated liver cirrhosis.Patient 1 was diagnosed as recurrent hepatocellular carcinoma,but the etiology of liver disease was first unknown then suspected to be schistosomiasis.This patient underwent piggyback liver transplantation.Because there was significant swelling in the perineum and lower extremities after liver transplantation,we re-reviewed the preoperative imaging data and found communicant veins between hepatic veins,which proved that the patient was actually suffered from Budd-Chiari syndrome with hepatic vein and suprahepatic vena cava occlusion before the transplantation.After conservative treatment,the swelling of the lower body was alleviated,however,the long-term survival of the patient would be compromised.Learning from the first case,we found communicant veins between hepatic veins in imaging data of patient 2,resulting in correct diagnosis of Budd-Chiari syndrome with hepatic vein and retrohepatic vena cava diseases before the transplantation,so the patient underwent orthotopic liver transplantation,in which the liver and retrohepatic vena cava were resected,and recovered uneventfully.Liver function was normal during the follow up period of 7 months.Conclusion We should consider the possibility of Budd-Chiari syndrome in patients with unexplained end-stage liver diseases.Communicant veins between the hepatic veins shown in thin CT or MRI image are the characteristic sign for diagnosing Budd-Chiari syndrome.Simultaneously hepatic vein or cava vena disease determines the choice of various technique of liver transplantation.

Objective To investigate anatomic feature of variant right hepatic artery originating from the gastroduodenal artery.Methods We studied the anatomy of hepatic artery in 70 patients by 64-slice CT scans.If the right hepatic artery originated from the gastroduodenal artery,its relation to duodenum,common bile duct and portal vein was further investigated.Results Normal hepatic artery was found in 40 patients (57.1％).Variant hepatic artery can't be categorized to classic types in 8 patients (11.4％),among them 6 patients (8.6％) were with replaced (5 patients) or accessory (one patient) right hepatic artery arising from gastroduodenal artery.With the distance between original point of the right hepatic artery and that of the gastroduodenal artery growing further anatomic course of the variant right hepatic artery is more similar to that of the right hepatic artery originating from the superior mesenteric artery.Conclusions The variation of right hepatic artery originating from the gastroduodenal artery was not uncommon.This specific variant hepatic artery can exert impact on biliary blood supply,avoiding injury decreases the incidence of serious biliary complications in general surgery.

Objective To study the effect of recombinant antibody HBsAg-Fab of hepatitis B virus(HBV) to block hepatitis B reinfection after liver transplantation.Methods The functional efficiency of antibody Fab in blocking hepatitis B reinfection after LT was analysis and studied by vitro infection test,complement toxicity assay and virus infection test,calculated the antibody absorption rate and cell death rate and cell infection rate,Results When the group with and the group without recombinant antibody Fab were compared,the antibody absorption rate,cell death rate and cell infection rate between the 2 groups showed sigificant defference(P