With the development of technology, the detection rate of ground-glass opacity (GGO) is rapidly increasing. GGO comprises of pure GGO and mixed GGO. Many researches have studied the characteristics of GGO, and they found that different malignant probability of GGO was associated with different image characteristics. It is obvious that there is a close relationship between the image characteristics of GGO and its prognosis. However, due to the various image characteristics of GGO, it is essential to assess the prognosis of lung adenocarcinoma patients in a more comprehensive way. In this review, we summarize the correlation between the main GGO image features (solid proportion, size, mean CT value, shape characteristics) and the prognosis of lung adenocarcinoma patients, to provide clinical reference for prognosis prediction and decision-making for patients with lung adenocarcinoma.
ObjectiveTo investigate the basic situation of existing medical English teaching methods and objects, develop medical English course content and teaching methods, and evaluate teaching effectiveness. Methods The existing medical English teaching methods were summarized based on literature retrieval, and both the basic level of medical students and data related to teaching effectiveness were collected by questionnaire surveys. Results Medical English teaching could be optimized by adjusting the content of medical English teaching, increasing the proportion of English teaching, and emphasizing the application of emerging electronic products in extracurricular English learning. Teaching methods could adopt various forms such as flipped classrooms. A questionnaire survey showed that most of the students (64.94%) were not satisfied with their current English level. These students fully recognized the importance of medical English. Based on the above results, medical English courses were offered in two semesters. This course adopts theoretical lectures, small-class teaching and other teaching methods. Scenario simulation and flipped classroom were also used. Conclusion Medical English courses should include medical vocabulary, clinical medical English, vocational medical English and academic medical English. Flipped classroom and other teaching methods should be flexibly applied.