目的分析儿童急性淋巴细胞白血病(acute lymphoblastic leukemia,ALL)经中国儿童肿瘤协作组急性淋巴细胞白血病2015方案(Chinese Children's Cancer Group ALL-2015 protocol,CCCG-ALL-2015)治疗后的累积复发率(cumulative incidenc...目的分析儿童急性淋巴细胞白血病(acute lymphoblastic leukemia,ALL)经中国儿童肿瘤协作组急性淋巴细胞白血病2015方案(Chinese Children's Cancer Group ALL-2015 protocol,CCCG-ALL-2015)治疗后的累积复发率(cumulative incidence of relapse,CIR),并探讨影响复发的危险因素。方法回顾性分析2015年1月—2019年12月接受CCCG-ALL-2015方案治疗的852例患儿的临床资料,计算CIR并分析影响儿童急性B淋巴细胞白血病(B-ALL)复发的危险因素。结果852例ALL患儿中,146例(17.1%)发生复发,8年CIR为(19.8±1.6)%。B-ALL与急性T淋巴细胞白血病患儿的8年CIR比较差异无统计学意义(P>0.05)。146例复发患儿中,复发时间主要集中于极早期(62例,42.5%)和早期(46例,31.5%),极早期单纯骨髓复发42例(28.8%),早期单纯骨髓复发27例(18.5%)。Cox比例风险回归模型分析显示,融合基因MLLr阳性(HR=4.177,95%CI:2.086~8.364,P<0.001)和第46天微小残留病≥0.01%(HR=2.013,95%CI:1.163~3.483,P=0.012)是B-ALL患儿经CCCG-ALL-2015方案治疗后复发的危险因素。结论儿童ALL经CCCG-ALL-2015方案治疗后仍有较高的复发率,以极早期和早期单纯骨髓复发常见;第46天微小残留病≥0.01%、融合基因MLLr阳性与B-ALL复发密切相关。展开更多
食品微生物学课程具有较强实践性和应用性,但传统的教学模式难以满足当前需求,随着人才需求的不断扩大,多元化的课程建设应运而生。本文基于数据驱动的双轨并进教学模式,对教学过程进行实时监控和反馈,以实现教学效果的最优化。针对人...食品微生物学课程具有较强实践性和应用性,但传统的教学模式难以满足当前需求,随着人才需求的不断扩大,多元化的课程建设应运而生。本文基于数据驱动的双轨并进教学模式,对教学过程进行实时监控和反馈,以实现教学效果的最优化。针对人才培养目标,构建双轨并进的教学模式,通过结合理论教学与实验教学,利用数据分析和信息技术手段,培养学生的创新能力和实践能力。构建新型的评价体系,有效提高学生内在驱动,促进学生理论知识、创新思维与动手能力的高度融合。同时结合“弱项强项双向联动”“实时监察漏洞”等方法可实现理论知识和实践的有效衔接,教学模式优化全面提高了学生的综合能力,进一步强化了教学质量,为培养实战性人才打下坚实基础。Nowadays, the traditional teaching mode is difficult to meet the current demand of food microbiology course teaching that possesses strong practicality and applicability. With the expanding demand for talents, diversified curriculum constructions have been coming into being. This study is based on the data-driven dual-track concurrent teaching mode, which provides real-time monitoring and feedback of the teaching process in order to optimize the teaching effect. In view of the talent cultivation objectives, the dual-track parallel teaching mode is constructed to cultivate students’ innovative ability and practical ability by combining theoretical teaching and experimental teaching, and utilizing data analysis and information technology means. Constructing a new type of evaluation system and redistributing the proportion of points can effectively improve the intrinsic drive of students and promote a high degree of integration of students’ theoretical knowledge, innovative thinking and practical ability. Meanwhile, the combination of “two-way linkage of weak and strong items” and “real-time monitoring of loopholes” can realize the effective connection between theoretical knowledge and practice, ensure the improvement of students’ comprehensive ability, further strengthen the quality of teaching and lay a solid foundation for cultivating high-quality talents.展开更多
文摘目的分析儿童急性淋巴细胞白血病(acute lymphoblastic leukemia,ALL)经中国儿童肿瘤协作组急性淋巴细胞白血病2015方案(Chinese Children's Cancer Group ALL-2015 protocol,CCCG-ALL-2015)治疗后的累积复发率(cumulative incidence of relapse,CIR),并探讨影响复发的危险因素。方法回顾性分析2015年1月—2019年12月接受CCCG-ALL-2015方案治疗的852例患儿的临床资料,计算CIR并分析影响儿童急性B淋巴细胞白血病(B-ALL)复发的危险因素。结果852例ALL患儿中,146例(17.1%)发生复发,8年CIR为(19.8±1.6)%。B-ALL与急性T淋巴细胞白血病患儿的8年CIR比较差异无统计学意义(P>0.05)。146例复发患儿中,复发时间主要集中于极早期(62例,42.5%)和早期(46例,31.5%),极早期单纯骨髓复发42例(28.8%),早期单纯骨髓复发27例(18.5%)。Cox比例风险回归模型分析显示,融合基因MLLr阳性(HR=4.177,95%CI:2.086~8.364,P<0.001)和第46天微小残留病≥0.01%(HR=2.013,95%CI:1.163~3.483,P=0.012)是B-ALL患儿经CCCG-ALL-2015方案治疗后复发的危险因素。结论儿童ALL经CCCG-ALL-2015方案治疗后仍有较高的复发率,以极早期和早期单纯骨髓复发常见;第46天微小残留病≥0.01%、融合基因MLLr阳性与B-ALL复发密切相关。
文摘食品微生物学课程具有较强实践性和应用性,但传统的教学模式难以满足当前需求,随着人才需求的不断扩大,多元化的课程建设应运而生。本文基于数据驱动的双轨并进教学模式,对教学过程进行实时监控和反馈,以实现教学效果的最优化。针对人才培养目标,构建双轨并进的教学模式,通过结合理论教学与实验教学,利用数据分析和信息技术手段,培养学生的创新能力和实践能力。构建新型的评价体系,有效提高学生内在驱动,促进学生理论知识、创新思维与动手能力的高度融合。同时结合“弱项强项双向联动”“实时监察漏洞”等方法可实现理论知识和实践的有效衔接,教学模式优化全面提高了学生的综合能力,进一步强化了教学质量,为培养实战性人才打下坚实基础。Nowadays, the traditional teaching mode is difficult to meet the current demand of food microbiology course teaching that possesses strong practicality and applicability. With the expanding demand for talents, diversified curriculum constructions have been coming into being. This study is based on the data-driven dual-track concurrent teaching mode, which provides real-time monitoring and feedback of the teaching process in order to optimize the teaching effect. In view of the talent cultivation objectives, the dual-track parallel teaching mode is constructed to cultivate students’ innovative ability and practical ability by combining theoretical teaching and experimental teaching, and utilizing data analysis and information technology means. Constructing a new type of evaluation system and redistributing the proportion of points can effectively improve the intrinsic drive of students and promote a high degree of integration of students’ theoretical knowledge, innovative thinking and practical ability. Meanwhile, the combination of “two-way linkage of weak and strong items” and “real-time monitoring of loopholes” can realize the effective connection between theoretical knowledge and practice, ensure the improvement of students’ comprehensive ability, further strengthen the quality of teaching and lay a solid foundation for cultivating high-quality talents.
