Objective: To explore the plasma metabonomic characteristics of patients with type 2 diabetes mellitus and turbid toxin accumulation syndrome. Methods: One hundred and three patients with type 2 diabetes mellitus and turbid toxin accumulation syndrome were enrolled from November 2023 to February 2024 in the First Teaching Hospital of Tianjin University of Traditional Chinese Medicine and 54 healthy individuals were recruited. The general data of the two groups were analyzed, and the plasma metabolite content was detected using ultra-high performance liquid chromatography-Orbitrap mass spectrometry. Construct an orthogonal partial least squares discriminant analysis model to screen metabolites with significant intergroup changes. The variable importance in projection≥ 1, |log2FC|>1, and P<0.05 were used as the criteria for the screening of differential metabolites. Annotate differential metabolites using internal databases and the human metabolome database, and perform pathway analysis using MetaboAnalyst website. Results: There was no statistically significant difference in gender and age between the two groups.Seventeen potential differential metabolites were identified. The D-4′-phosphopantothenate, 2, 6-dichloroindophenol, 4-methylphenol, hypoxanthine, 11, 12-epoxyeicosatrienoic acids, oleamide, 3-phenyllactic acid contents were higher in patients with type 2 diabetes mellitus and turbid toxin accumulation syndrome than in healthy individuals(P<0.05); 3-anisic acid, 3-iodo-octadecanoic acid, mebendazole, β-alanine, citric acid, trans-aconitic acid, geranyl diphosphate, lysophosphatidylcholine(18∶2), phosphatidylethanolamine(18∶1), and caprolactam contents were lower in patients with type 2 diabetes mellitus and turbid toxin accumulation syndrome than in healthy individuals(P<0.05). Ten metabolic pathways were identified, including the key metabolic pantothenate and coenzyme A biosynthesis pathways. Conclusion Metabolic differences were observed between patients with type 2 diabetes mellitus and turbid toxin accumulation syndrome and healthy individuals, and the underlying mechanism may involve the pantothenate and coenzyme A biosynthesis pathways, jointly mediated by D-4′-phosphopantothenate and β-alanine.

Purpose: This study investigates the relationship between self-efficacy and teammember exchange (TMX) among aviation service students, and examines how these factors influence academic achievement and collaborative behavior. Self-efficacy, based on Bandura’s Social Cognitive Theory, is defined as an individual’s belief in their ability to overcome challenges, while TMX reflects the quality of social exchanges among team members. Methods: A convenience sample of undergraduate students from an aviation service department was recruited, yielding 65 valid responses. Self-efficacy was measured using the New General Self-Efficacy Scale along with additional validated items, and TMX was assessed with a TMX-10 scale, both utilizing a 5-point Likert scale. Data analysis included descriptive statistics, K-means clustering to identify behavioral segments, ANOVA for group comparisons, and regression analysis to explore the relationship between self-efficacy and TMX. Results: The analysis revealed four distinct behavioral clusters: confident collaborator, team player, reserved individual, and solo achiever. Results indicated that higher selfefficacy is associated with enhanced TMX and academic performance. Moreover, significant differences in self-efficacy and TMX scores were observed across the clusters, and regression analysis confirmed a positive relationship between selfefficacy and the quality of team interactions. Conclusion These findings highlight the importance of fostering both self-efficacy and effective team exchanges to optimize collaborative learning environments in aviation service education. Tailored educational interventions based on behavioral clustering can further enhance academic outcomes and prepare students for professional challenges.

Purpose: This study investigates the relationship between self-efficacy and teammember exchange (TMX) among aviation service students, and examines how these factors influence academic achievement and collaborative behavior. Self-efficacy, based on Bandura’s Social Cognitive Theory, is defined as an individual’s belief in their ability to overcome challenges, while TMX reflects the quality of social exchanges among team members. Methods: A convenience sample of undergraduate students from an aviation service department was recruited, yielding 65 valid responses. Self-efficacy was measured using the New General Self-Efficacy Scale along with additional validated items, and TMX was assessed with a TMX-10 scale, both utilizing a 5-point Likert scale. Data analysis included descriptive statistics, K-means clustering to identify behavioral segments, ANOVA for group comparisons, and regression analysis to explore the relationship between self-efficacy and TMX. Results: The analysis revealed four distinct behavioral clusters: confident collaborator, team player, reserved individual, and solo achiever. Results indicated that higher selfefficacy is associated with enhanced TMX and academic performance. Moreover, significant differences in self-efficacy and TMX scores were observed across the clusters, and regression analysis confirmed a positive relationship between selfefficacy and the quality of team interactions. Conclusion These findings highlight the importance of fostering both self-efficacy and effective team exchanges to optimize collaborative learning environments in aviation service education. Tailored educational interventions based on behavioral clustering can further enhance academic outcomes and prepare students for professional challenges.

Purpose: This study investigates the relationship between self-efficacy and teammember exchange (TMX) among aviation service students, and examines how these factors influence academic achievement and collaborative behavior. Self-efficacy, based on Bandura’s Social Cognitive Theory, is defined as an individual’s belief in their ability to overcome challenges, while TMX reflects the quality of social exchanges among team members. Methods: A convenience sample of undergraduate students from an aviation service department was recruited, yielding 65 valid responses. Self-efficacy was measured using the New General Self-Efficacy Scale along with additional validated items, and TMX was assessed with a TMX-10 scale, both utilizing a 5-point Likert scale. Data analysis included descriptive statistics, K-means clustering to identify behavioral segments, ANOVA for group comparisons, and regression analysis to explore the relationship between self-efficacy and TMX. Results: The analysis revealed four distinct behavioral clusters: confident collaborator, team player, reserved individual, and solo achiever. Results indicated that higher selfefficacy is associated with enhanced TMX and academic performance. Moreover, significant differences in self-efficacy and TMX scores were observed across the clusters, and regression analysis confirmed a positive relationship between selfefficacy and the quality of team interactions. Conclusion These findings highlight the importance of fostering both self-efficacy and effective team exchanges to optimize collaborative learning environments in aviation service education. Tailored educational interventions based on behavioral clustering can further enhance academic outcomes and prepare students for professional challenges.

Background: Clostridioides difficile infection (CDI) is one of the most common hospitalacquired infections, with its incidence and disease burden increasing markedly worldwide over the past decade. Methods: To assess the attributable costs of CDI in Korea, the expenses related to hospital management of CDI cases were computed. This analysis used data from the National Health Insurance Service–National Sample Cohort spanning a decade (2010–2019). The annual national burden of CDI was determined by combining the attributable cost per CDI case with the number of patients with CDI obtained from the Health Insurance Review and Assessment Service data. Results: The attributable costs of CDI were determined based on variations in the length of hospital stay and medical costs between patients with CDI and control patients. The mean length of hospital stay was significantly longer for patients with CDI than that for control patients: 43.06 vs. 14.76 days (a difference of 28.30 days, P < 0.001). The adjusted medical costs (2019 = 100) for cases of CDI and controls were 11,162 USD and 3,318 USD, respectively, with a significant difference of 7,843 USD (P < 0.001). The cost of CDI per case exhibited a noticeable annual increase from 2010 to 2019, despite an annual decreasing trend in length of hospital stay. The estimated national cost attributed to CDI was $28.9 million in 2010; however, it increased gradually each year, reaching $205.6 million in 2019 (a 600% increase over 10 years). Conclusion CDI is associated with substantial healthcare costs in Korea. The economic burden of CDI has gradually increased in South Korea.

Background: Clostridioides difficile infection (CDI) is one of the most common hospitalacquired infections, with its incidence and disease burden increasing markedly worldwide over the past decade. Methods: To assess the attributable costs of CDI in Korea, the expenses related to hospital management of CDI cases were computed. This analysis used data from the National Health Insurance Service–National Sample Cohort spanning a decade (2010–2019). The annual national burden of CDI was determined by combining the attributable cost per CDI case with the number of patients with CDI obtained from the Health Insurance Review and Assessment Service data. Results: The attributable costs of CDI were determined based on variations in the length of hospital stay and medical costs between patients with CDI and control patients. The mean length of hospital stay was significantly longer for patients with CDI than that for control patients: 43.06 vs. 14.76 days (a difference of 28.30 days, P < 0.001). The adjusted medical costs (2019 = 100) for cases of CDI and controls were 11,162 USD and 3,318 USD, respectively, with a significant difference of 7,843 USD (P < 0.001). The cost of CDI per case exhibited a noticeable annual increase from 2010 to 2019, despite an annual decreasing trend in length of hospital stay. The estimated national cost attributed to CDI was $28.9 million in 2010; however, it increased gradually each year, reaching $205.6 million in 2019 (a 600% increase over 10 years). Conclusion CDI is associated with substantial healthcare costs in Korea. The economic burden of CDI has gradually increased in South Korea.

Purpose: Although it is widely utilized in clinical subjects for skill training, using simulation-based education (SBE) for teaching basic science concepts to phase I medical students or pre-clinical students is limited. Simulation-based education/teaching is preferred in cardiovascular and respiratory physiology when compared to other systems because it is easy to recreate both the normal physiological component and alterations in the simulated environment, thus a promoting deep understanding of the core concepts. Methods: A block randomized study was conducted among 107 phase 1 (first-year) medical undergraduate students at a Deemed to be University in India. Group A received SBE and Group B traditional small group teaching. The effectiveness of the teaching intervention was assessed using pre- and post-tests. Student feedback was obtained through a self administered structured questionnaire via an anonymous online survey and by in-depth interview. Results: The intervention group showed a statistically significant improvement in post-test scores compared to the control group. A sub-analysis revealed that high scorers performed better than low scorers in both groups, but the knowledge gain among low scorers was more significant in the intervention group. Conclusion This teaching strategy offers a valuable supplement to traditional methods, fostering a deeper comprehension of clinical concepts from the outset of medical training.

Purpose: Although it is widely utilized in clinical subjects for skill training, using simulation-based education (SBE) for teaching basic science concepts to phase I medical students or pre-clinical students is limited. Simulation-based education/teaching is preferred in cardiovascular and respiratory physiology when compared to other systems because it is easy to recreate both the normal physiological component and alterations in the simulated environment, thus a promoting deep understanding of the core concepts. Methods: A block randomized study was conducted among 107 phase 1 (first-year) medical undergraduate students at a Deemed to be University in India. Group A received SBE and Group B traditional small group teaching. The effectiveness of the teaching intervention was assessed using pre- and post-tests. Student feedback was obtained through a self administered structured questionnaire via an anonymous online survey and by in-depth interview. Results: The intervention group showed a statistically significant improvement in post-test scores compared to the control group. A sub-analysis revealed that high scorers performed better than low scorers in both groups, but the knowledge gain among low scorers was more significant in the intervention group. Conclusion This teaching strategy offers a valuable supplement to traditional methods, fostering a deeper comprehension of clinical concepts from the outset of medical training.