Objective To comprehensively evaluate the association between TNF-α gene −308 G/A polymorphism and the risk of prostate cancer. Methods A meta-analysis was performed to analyze the association between −308 G/A polymorphism and the risk of prostate cancer risk. Results A total of 11 case-control studies (4 919 cases and 5 210 controls) were included in this meta-analysis. The result showed no statistically significant differences in all genotype distribution between prostate cancer cases and controls: dominant model (OR=1.11, 95%CI 0.90 to 1.36, P=0.33), recessive model (OR=0.91, 95%CI 0.70 to 1.18, P=0.47), GA versus GG (OR=1.11, 95%CI 0.90 to 1.37, P=0.33), AA versus GG (OR=0.92, 95%CI 0.71 to 1.20, P=0.55), A versus G (OR=1.07, 95%CI 0.91 to 1.26, P=0.39). In the subgroup analysis by ethnicity, no statistically differences were found between prostate cancer cases and controls. Conclusion This results of meta-analysis suggests that TNF-α gene –308G/A polymorphism may not be a risk factor of prostate cancer. Due to the limited quantity of the includied studies, further studies are needed to validate the above conclusion.
ObjectiveTo systematically review the efficacy of the application of team-based learning (TBL) pedagogy and traditional lecture-based learning (LBL) pedagogy in radiology education.MethodsPubMed, EMbase, Web of Science, WanFang Data, CNKI and VIP databases were electronically searched to collect randomized controlled trials (RCTs) of the application of TBL and LBL pedagogy in radiology education from inception to March 31st, 2020. Two reviewers independently screened literature, extracted data, and assessed the risk of bias of included studies; meta-analysis was then performed by using Stata/SE 16.0 software.ResultsA total of 11 RCTs involving 721 participants were included. The results of meta-analysis showed that TBL significantly improved students’ theoretical assessment scores (SMD=1.70, 95%CI 1.05 to 2.36, P<0.001), practical assessment scores (SMD=2.00, 95%CI 1.02 to 2.98, P<0.001), preference to the curriculum design (RR=1.53, 95%CI 1.19 to 1.97, P=0.001), agreed to more effective promotion in aspects of teamwork ability (RR=2.46, 95%CI 1.69 to 3.59, P<0.001), self-directed learning ability (RR=2.41, 95%CI 1.33 to 4.39, P=0.004), and clinical practice ability (RR=2.09, 95%CI 1.46 to 3.00, P<0.001) compared with LBL pedagogical method. However, no significant difference was found in the subjective evaluation of theoretical knowledge between two pedagogies.ConclusionsCurrent evidence shows that TBL pedagogy based on active learning and team cooperation has obvious advantages over traditional LBL mode in radiology education. Due to limited quality and quantity of the included studies, more high-quality studies are needed to verify above conclusions.
ObjectiveTo explore the status of the career maturity of medical students (eight-year program) and its related factors. MethodsFrom April to June in 2010, College Students Maturity Self-test Questionnaire was used for the investigation of the career maturity of the medical students (eight-year program) at West China Medical School of Sichuan University. ResultsThe subjects were graded into three groups according to the scores of their questionnaires:high, moderate, and low career maturity. The proportion of each group was 15.2%, 13.8%, 71.0%, respectively. Gender difference was not found in the overall career maturity (Z=-0.206, P=0.837), while there was positive correlation between grade and overall career maturity (rs=0.180, P=0.030). ConclusionThe medical students (eight-year program) with relatively low overall career maturity account for a larger proportion than those with high and median career maturity. As grade increases, career maturity changes significantly. This research suggests that long schooling medical students are in urgent need for prompt and valid professional career education.
Objective To investigate the construction and services of the community health service system in Shifang, as well as the satisfaction of community residents with the community health services and the post-disaster emergency response capability of the community hospital, so as to provide decision-making suggestions on better reconstruction of the community health service system and improvement of its post-disaster emergency response capability. Methods There were 4‰ of community residents in Fangting town were selected by convenience sampling for a face-to-face interview using a questionnaire. Logistic regression was used to identify the influencing factors of residents’ satisfaction with community health services. Results A total of 250 questionnaires were conducted for face-to-face interviews, and 246 ones were retrieved (response rate 98.4%). Residents’ understanding and satisfactory degree of the community health service were 41.1% and 36.6%, respectively. Health education, medical expenses and medical insurance were the main factors influencing the residents’ satisfactory degree of community health services (P=0.050, 0.001, and 0.001). The proportions of disaster / disaster prevention education, exercises of post-disaster contingency plans, and psychological intervention as well as rehabilitation for residents were 37.4%, 10.6%, and 12.6%, respectively. Conclusion Community health services have not been widely accepted by community residents, and the satisfactory degree is low. The residents’ understanding and adaptation can be improved by strengthening the community health service propaganda. Strengthening health education, improving the quality of services, controlling costs, and introducing medical insurance reimbursement mechanism can increase the residents’ satisfactory degree. Including disaster emergencies into basic tasks can strengthen the emergency response capability and then provide guarantee for the residents’ health.
Objective To study the earthquake emergency response capability and post-earthquake psychological state of students after the Wenchuan earthquake. And also, to investigate the level of earthquake-related knowledge so as to provide basic information for enhancing the emergency response capabilities among college students. Methods We selected 1% Sichuan University students by convenience sample method and conducted the survey in person with a self-designed questionnaire. Results were analyzed with Epidata 3.0 and SPSS13.0 software. Results We distributed 527 questionnaires and 517 (97.27%) valid questionnaires were retrieved. Most college students had a good grasp of earthquake knowledge: 65.4% to 97.7% of the responders gave the correct answers, but only 12.77% said they had ever received earthquake survival training. 15.2% suffered from fear after the earthquake, 59.4% became uneasy, and 25.4% remained calm. Gender, grade, or major were not the factors influencing the psychological state of college students after the earthquake (P= 0.246, 0.216, and 0.406, respectively). Also, earthquake survival training did not influence the psychological state of college students after the earthquake (P=0.090). Psychological intervention after the earthquake was identified as an important factor that affected the psychological state of students (P=0.002). Conclusion College students have a good grasp of the basic knowledge regarding earthquake, but relevant survival training is far from sufficient. Universities should strengthen earthquake survival training, enhance the post-earthquake emergency response capacity of students, and carry out post-disaster psychological intervention directly following an earthquake. There is no significant difference in the mental status among students of different genders, grades, or professional backgrounds.