目的探讨贝伐珠单抗联合TC(紫杉醇/卡铂)方案治疗晚期复发性卵巢癌患者的效果。方法选取2017年11月至2022年11月汉中市中心医院收治的92例复发性晚期卵巢癌患者进行随机对照试验,采用随机数字表法将其分为对照组和观察组,各46例。对照...目的探讨贝伐珠单抗联合TC(紫杉醇/卡铂)方案治疗晚期复发性卵巢癌患者的效果。方法选取2017年11月至2022年11月汉中市中心医院收治的92例复发性晚期卵巢癌患者进行随机对照试验,采用随机数字表法将其分为对照组和观察组,各46例。对照组年龄(52.34±8.45)岁,国际妇产科联盟(International Federation of Gynecology and Obstetrics,IFGO)分期Ⅲ期24例、Ⅳ期22例。观察组年龄(53.21±9.67)岁,FIGO分期Ⅲ期23例、Ⅳ期23例。对照组采用TC方案治疗,观察组在对照组基础上加用贝伐珠单抗治疗;两组均治疗6个周期,约18周。对比两组患者治疗后临床疗效、肿瘤血清标志物[糖类抗原125(carbohydrate antigen 125,CA125)、人附睾蛋白4(human epididymis protein 4,HE4)、糖类抗原199(carbohydrate antigen 199,CA199)、血管内皮生长因子(vascular endothelial growth factor,VEGF)]水平、治疗后1年生存率、生存质量[采用卡氏功能状态量表(Karnofsky Performance Status Scale,KPS)]评分和不良反应发生情况。采用t检验、χ^(2)检验。结果治疗6个周期后,观察组疾病缓解率为78.26%(36/46),高于对照组的54.35%(25/46)(χ^(2)=7.771,P=0.005);观察组CA125、HE4、CA199和VEGF水平均低于对照组(均P<0.05);观察组治疗后1年生存率为73.91%(34/46),高于对照组46.65%(21/46)(χ^(2)=7.640,P=0.006);观察组KPS评分为(72.52±8.13)分,高于对照组的(64.60±7.58)分(t=4.832,P<0.001);两组主要不良反应为骨髓抑制、消化道反应和肝肾损伤;观察组与对照组各不良反应发生率相比,差异均无统计学意义(均P>0.05)。结论贝伐珠单抗联合TC方案治疗复发性晚期卵巢癌患者临床效果较好,可提高患者1年生存率和生活质量,降低肿瘤血清标志物水平,且不良反应可控。展开更多
目的:探讨与分析教案学案一体化联合案例基础学习(Case-Based Learning, CBL)模式在妇产科教学中的应用价值。方法:研究时间为2022年9月到2023年12月,选择我院2022~2023学年临床本科班52例学生作为研究对象,根据随机数字表法把52例学生...目的:探讨与分析教案学案一体化联合案例基础学习(Case-Based Learning, CBL)模式在妇产科教学中的应用价值。方法:研究时间为2022年9月到2023年12月,选择我院2022~2023学年临床本科班52例学生作为研究对象,根据随机数字表法把52例学生分为实验组26例与对照组26例。两组理论授课及临床示教均为同一组教师授课,对照组使用填鸭式教学方法,实验组采取教案学案一体化联合CBL教学模式,两组的教学观察时间为3个月。结果:教学3个月后实验组的理论成绩与操作成绩都显著高于对照组(P Objective: To explore and analyze the application value of the integrated teaching plans and learning plans combined with case-based learning (CBL) model in obstetrics and gynecology teaching. Methods: The research period was from September 2022 to December 2023, and 52 clinical undergraduate students from our hospital’s 2022~2023 academic year were selected as the research subjects. According to the random number table method, 52 students were divided into an experimental group of 26 cases and a control group of 26 cases. Both theoretical and clinical demonstrations were taught by the same group of teachers. The control group used a cramming teaching method, while the experimental group adopted an integrated teaching plans and learning plans combined with CBL model. The teaching observation period for both groups was 3 months. Results: After 3 months of teaching, the theoretical and operational scores of the experimental group were significantly higher than those of the control group (P < 0.05). The clinical diagnosis and treatment thinking ability assessment scores of the experimental group and the control group after 3 months of teaching were significantly higher than before teaching (P < 0.05). The clinical diagnosis and treatment thinking ability assessment scores of the experimental group after 3 months of teaching were significantly higher than those of the control group (P < 0.05). After 3 months of teaching, the overall satisfaction rate of the experimental group was 100.00%, while that of the control group was 84.62%. The experimental group was significantly higher than the control group (P < 0.05). Conclusion: The application of integrated teaching plans and learning plans combined with CBL in obstetrics and gynecology teaching can improve students’ theoretical and operational grades, as well as enhance their clinical diagnosis and treatment thinking ability, thereby improving their overall satisfaction with teaching.展开更多
文摘目的探讨贝伐珠单抗联合TC(紫杉醇/卡铂)方案治疗晚期复发性卵巢癌患者的效果。方法选取2017年11月至2022年11月汉中市中心医院收治的92例复发性晚期卵巢癌患者进行随机对照试验,采用随机数字表法将其分为对照组和观察组,各46例。对照组年龄(52.34±8.45)岁,国际妇产科联盟(International Federation of Gynecology and Obstetrics,IFGO)分期Ⅲ期24例、Ⅳ期22例。观察组年龄(53.21±9.67)岁,FIGO分期Ⅲ期23例、Ⅳ期23例。对照组采用TC方案治疗,观察组在对照组基础上加用贝伐珠单抗治疗;两组均治疗6个周期,约18周。对比两组患者治疗后临床疗效、肿瘤血清标志物[糖类抗原125(carbohydrate antigen 125,CA125)、人附睾蛋白4(human epididymis protein 4,HE4)、糖类抗原199(carbohydrate antigen 199,CA199)、血管内皮生长因子(vascular endothelial growth factor,VEGF)]水平、治疗后1年生存率、生存质量[采用卡氏功能状态量表(Karnofsky Performance Status Scale,KPS)]评分和不良反应发生情况。采用t检验、χ^(2)检验。结果治疗6个周期后,观察组疾病缓解率为78.26%(36/46),高于对照组的54.35%(25/46)(χ^(2)=7.771,P=0.005);观察组CA125、HE4、CA199和VEGF水平均低于对照组(均P<0.05);观察组治疗后1年生存率为73.91%(34/46),高于对照组46.65%(21/46)(χ^(2)=7.640,P=0.006);观察组KPS评分为(72.52±8.13)分,高于对照组的(64.60±7.58)分(t=4.832,P<0.001);两组主要不良反应为骨髓抑制、消化道反应和肝肾损伤;观察组与对照组各不良反应发生率相比,差异均无统计学意义(均P>0.05)。结论贝伐珠单抗联合TC方案治疗复发性晚期卵巢癌患者临床效果较好,可提高患者1年生存率和生活质量,降低肿瘤血清标志物水平,且不良反应可控。
文摘目的:探讨与分析教案学案一体化联合案例基础学习(Case-Based Learning, CBL)模式在妇产科教学中的应用价值。方法:研究时间为2022年9月到2023年12月,选择我院2022~2023学年临床本科班52例学生作为研究对象,根据随机数字表法把52例学生分为实验组26例与对照组26例。两组理论授课及临床示教均为同一组教师授课,对照组使用填鸭式教学方法,实验组采取教案学案一体化联合CBL教学模式,两组的教学观察时间为3个月。结果:教学3个月后实验组的理论成绩与操作成绩都显著高于对照组(P Objective: To explore and analyze the application value of the integrated teaching plans and learning plans combined with case-based learning (CBL) model in obstetrics and gynecology teaching. Methods: The research period was from September 2022 to December 2023, and 52 clinical undergraduate students from our hospital’s 2022~2023 academic year were selected as the research subjects. According to the random number table method, 52 students were divided into an experimental group of 26 cases and a control group of 26 cases. Both theoretical and clinical demonstrations were taught by the same group of teachers. The control group used a cramming teaching method, while the experimental group adopted an integrated teaching plans and learning plans combined with CBL model. The teaching observation period for both groups was 3 months. Results: After 3 months of teaching, the theoretical and operational scores of the experimental group were significantly higher than those of the control group (P < 0.05). The clinical diagnosis and treatment thinking ability assessment scores of the experimental group and the control group after 3 months of teaching were significantly higher than before teaching (P < 0.05). The clinical diagnosis and treatment thinking ability assessment scores of the experimental group after 3 months of teaching were significantly higher than those of the control group (P < 0.05). After 3 months of teaching, the overall satisfaction rate of the experimental group was 100.00%, while that of the control group was 84.62%. The experimental group was significantly higher than the control group (P < 0.05). Conclusion: The application of integrated teaching plans and learning plans combined with CBL in obstetrics and gynecology teaching can improve students’ theoretical and operational grades, as well as enhance their clinical diagnosis and treatment thinking ability, thereby improving their overall satisfaction with teaching.
