HPLC法同时测定注射用氨苄西林钠/ 氯唑西林钠的含量

用阳离子交换柱的HPLC法同时测定注射用氨苄西林钠/ 氯唑西林钠中氨苄西林和氯唑西林的含量.色谱条件:采用HypersilSCX柱,磷酸盐缓冲液(0.01mol/ L磷酸氢二铵溶液,用磷酸调节pH值6.0):乙腈(90:10)为流动相,检测波长225nm.氨苄西林和氯唑西林分别在45～134和44～131μg/ml范围内呈良好的线性关系,日内RSD分别为0.5%和0.6%,回收率分别为99.9%和100.0%,含量测定结果与国家药品标准方法所得结果相符.     

HPLC法测定复方卡托普利片中两种成分的含量

采用Hypersil CN(150 mm×4.6 mm,5μm)色谱柱,以甲醇-四氢呋喃-水(甲醇:四氢呋喃∶水=10∶10∶80,磷酸调pH=2.7)作为流动相,测定复方卡托普利片中卡托普利和氢氯噻嗪两种成分的含量.结果表明,卡托普利在50~250μg/ml范围内、氢氯噻嗪在26~130μg/ml范围内线性较好.卡托普利的平均回收率为100.7%,RSD=0.5%(n=5),氢氯噻嗪的平均回收率为100.5%,RSD=0.3%(n=5).该方法快速简捷、可靠、准确度高、重现性好,可同时测定复方制剂中两种成分.     

雷贝拉唑钠混合体系合成工艺的研究

目的 建立混合体系合成雷贝拉唑钠的新方法并对新方法进行优化。方法 以2-氯甲基-4-(3-甲氧基丙氧基)-3-甲基吡啶盐酸盐（简称SM1）和2-巯基苯并咪唑（简称SM2）为原料,依据Williamson醚的合成工艺,首先将SM2与氢氧化钠溶液反应得到2-巯基苯并咪唑钠,增强其化学反应活性,接着将SM1与2-巯基苯并咪唑离子在水-乙醇、乙酸乙酯的混合系统中进行化学反应,制得雷贝拉唑硫醚,然后将雷贝拉唑硫醚用二氧化氯氧化制得雷贝拉唑钠粗品,再用重结晶法制备出高纯度的雷贝拉唑钠。结果 制备得到的雷贝拉唑钠纯度大于99.7%,收率超过85%,有关物质的总量不大于0.2%,单个杂质不超过0.1%。结论 本工艺生产步骤相对较少,减少了其他溶剂的使用,明显降低了生产成本,适合工业化生产,所得产物收率更高,纯度也更高,质量稳定性更好。     

兰索拉唑肠溶片有关物质测定方法比较

目的比较研究测定兰索拉唑肠溶片有关物质的两种标准测定方法.方法这两种方法分别收载于中国药典2010年版增补本和英国药典(BP2010).两种方法均使用高效液相色谱法(HPLC),色谱柱分别为Kromasil C18(250 mm×4.6mm,5μm)和ECOSIL C18(250 mm ×4.6 mm,5μm),流动相分别为甲醇-水-三乙胺-磷酸溶液和乙腈-水-三乙胺-磷酸溶液.结果英国药典中的高效液相色谱法测定兰索拉唑肠溶片有关物质优于中国药典标准.结论建议测定兰索拉唑肠溶片有关物质时推广使用英国药典中的高效液相色谱法.     

原子吸收光谱法测定氨苄西林钠和美洛西林钠

基于氨苄西林钠和美洛西林钠分子中含钠元素,通过原子吸收光谱法测定钠的含量,可测得药品中氨苄西林钠和美洛西林钠的含量.氨苄西林钠和美洛西林钠的浓度分别为0.81～5.65μg/mL 和0.82～12.33 μg/mL时与吸光度呈线性关系,检出限分别为4.99 μg/mL和 7.93μg/mL ,精密度分别为0.84%和2.93%,回收率分别为97.5%～95.0%和95.5%～105.0%.     

离子色谱法测定美司钠注射中2-巯基磺酸钠的含量

基于2-巯基磺酸钠的离子性,首次建立了离子色谱法测定美司钠注射液中2-巯基磺酸钠含量的新方法。采用阴离子色谱柱IonPac AS19(4mm×250mm)以60mmol/L的KOH为淋洗液,进样量为25μL、流速为1.0mL/min的条件下,测定美司钠注射液中2-巯基磺酸钠的含量,结果在0.5~20.0mg/L范围内线性关系良好,相关系数为0.999 6,检出限为0.065 3mg/L,加标回收率在95.4%~101.0%之间,方法准确可靠。     

34株嗜麦芽窄食单细胞菌的耐药性分析

目地：探讨嗜麦芽窄食单细胞菌对各种抗生素的耐药性,指导合理使用抗生素.方法：采用标准纸片扩散法进行试验.结果：菌株对于复方磺胺甲恶唑、左旋氧氟沙星、环丙沙星、派拉西林、头孢他啶、头孢哌酮、奥格门丁/克拉维酸和头孢噻肟的耐药率为9.8%、17.6%、34.6%、56.3%、69.9%、67.8%、95%、93.1%,对于亚胺培南、头孢唑啉、氨苄西林的耐药率为100%.结论：嗜麦芽窄食单细胞菌对临床常见的抗生素以复方磺胺甲恶唑最为敏感.     

反相高效液相色谱法测定西荞3号黄酮含量

利用反相高效液相色谱法测定西乔3号中芦丁、槲皮素中成分的含量。采用SHIMDZU VP-ODS(4.6 mm×150 mm,5.0μm)色谱柱,甲醇-0.08%:磷酸溶液(6∶4)为流动相,流量为0.95 mL.min-1,检测波长为358 nm。待测组分与其他组分分离度良好(R>1.5),芦丁和槲皮素线性范围分别为32.0～288.0μg.ml-1和18.8～169.26μg.ml-1,平均回收率分别为98.5%,99.0%,相对平均偏差(n=5)分别为0.4%,0.4%。     

HPLC法同时测定珠芽蓼中没食子酸、绿原酸和槲皮素成分的含量

建立HPLC法同时测定珠芽蓼中没食子酸、绿原酸和槲皮素的方法.采用phenomenex Luna C18(2)色谱柱(4.6 mm×250 mm,5μm),柱温40℃,以1%冰醋酸水溶液-1%冰醋酸甲醇溶液为流动相,梯度洗脱,检测波长分别为272 nm(检测没食子酸)、350 nm(检测绿原酸、槲皮素),流速为0.8 mL·min-1.结果表明没食子酸、绿原酸及槲皮素分别在0.2568μg~1.712μg(r=0.9992)、0.2898μg~1.932μg(r=0.9995)、0.01772μg~0.1181μg(r=0.9993)范围内与峰面积呈良好线性关系,平均加样回收率(n=6)分别为98.2%(RSD为2.28%)、101.6%(RSD为2.39%)、100.6%(RSD为1.02%).本方法操作简单、结果准确,具有较好的重复性和稳定性,适用于珠芽蓼药材中3个有效成分的含量测定.     

气滞胃痛颗粒中橙皮苷、柚皮苷含量的测定

目的:建立反相高效液相色谱法测定气滞胃痛颗粒中柚皮苷和橙皮苷的方法.方法:采用SHIMAD-ZU VP-ODS(4.6mm×150mm,5μm)色谱柱;乙腈-pH3.5磷酸水=22:78(v/v)为流动相,流速为1.2 ml·min-1;检测波长为283nm.结果:待测组分与其他组分分离度良好(>1.5),柚皮苷和橙皮苷线性范围分别为2.8-56.0μg·ml-1和0.43-8.6μg·ml-1,柚皮苷和橙皮苷的平均回收率分别为98.9%,99.6%,RSD分别为1.7%,2.0%.结论:本方法简便,准确度和精密度均能满足橙汁饮料中橙皮苷、柚皮苷测定的要求.     

[Bmim]BF4/盐双水相萃取分离氨苄西林钠

采用离子液体/盐双水相萃取的方法,研究了亲水性离子液体[Bmim]BF4/盐双水相对氨苄西林钠萃取性能,分别讨论(NH4)2S04加入量、离子液体[Bmim]BF4体积及氨苄西林钠溶液浓度对萃取率的影响,并通过紫外分光光度计进一步验证了氨苄西林钠与离子液体的相互作用.结果表明,[BTnim]BF4/盐双水相萃取分离氨苄西林钠的最佳参数为:(NH4)2SO4质量0.55g,氨苄西林钠溶液浓度0.013mol·L-1,离子液体[Bmim]BF4体积2.5mL,氨苄西林钠溶液和离子液体[Bmim]BF4的体积比为1∶1.     

Prevalence, genetic diversity, and antimicrobial susceptibility profiles of Staphylococcus aureus isolated from bovine mastitis in Zhejiang Province, China

This study was conducted to determine genetic diversity and antimicrobial susceptibility profiles of Staphylococcusaureus recovered from bovine mastitis in Zhejiang Province, China. Out of 3178 quarter milk samples from 846 lactating cows, among which 459 cows (54.3%) were found HMT positive, 890 quarters (28%) were found having subclinical mastitis. From 75 representative S. aureus isolates, 16 distinct types were identified by pulsed-field gel electrophoresis (PFGE). Four major PFGE types (A, B, C, and D) accounted for 82.7% of all isolates, and type A (41.3%) was observed in multiple herds across the studied areas. Each region was found to have a predominant type: Hangzhou type A (64.1%), Ningbo type C (34.5%) and type B (23.1%), Jinhua type D (53.3%), and Taizhou type C (62.5%). Results of antimicrobial susceptibility tests showed that 90.7% of the isolates were resistant to at least one antimicrobial. Resistance to penicillin and ampicillin (77.3%), tetracycline (60.0%), or erythromycin (48.0%) was observed. The bacteria resistant to multiple antibiotics such as penicillin, ampicillin, tetracycline, and erythromycin were commonly found. The information obtained from this study is useful for designing specific control programs for bovine S. aureus mastiffs in this region.     

342株肠球菌的临床分类及耐药性分析

目的：了解肠球菌的临床分离率及其对常用抗生素的耐药性,指导临床合理使用抗生素。方法：用Vitek 2 Compact法进行细菌鉴定及常规药敏试验。结果：临床分离到的342株肠球菌中,粪肠球菌有140例,阳性率40.9%,屎肠球菌有186例,阳性率54.4%,其它肠球菌有16例,阳性率4.7%。342株肠球菌主要分离自尿液254例,阳性率74.3%;血液28例,阳性率8.2%;脑脊液21例,阳性率6.1%;胆汁15例,阳性率5.3%。屎肠球菌对青霉素、氨苄西林、环丙沙星、左氧氟沙星、红霉素和四环素的耐药率已接近或达到90%,而粪肠球菌对青霉素和氨苄西林仍保持100%敏感性。未发现肠球菌对万古霉素、利奈唑胺和替加环素耐药。结论：革兰阳性球菌中肠球菌是引起医院感染的重要病原菌之一,肠球菌引起的感染性疾病的治疗一定要以药敏结果为指导合理选用抗生素。     

A prospective,randomized crossover study comparing direct inspection by light microscopy versus projected images for teaching of hematopathology to medical students

Instruction in hematopathology at Mayo Medical School has evolved from instructor‐guided direct inspection under the light microscope (laboratory method), to photomicrographs of glass slides with classroom projection (projection method). These methods have not been compared directly to date. Forty‐one second‐year medical students participated in this pilot study, a prospective, randomized, crossover study measuring educational performance during a hematology pathophysiology course. The students were randomized to one of two groups. All students received the same didactic lectures in the classroom and subsequent case‐based review of peripheral blood smears using either laboratory or projection methods, on day one with a crossover to the other method on day two. Pre‐ and post‐test examinations centered on morphology recognition measured educational performance on each day, followed by a questionnaire identifying the student's favored method. There was no significant difference in the pre‐test and post‐test scores between the two teaching methods (rank‐sum P = 0.43). Students overwhelmingly preferred the projection method and perceived it as superior (76%), although post‐test scores were not significantly different. Student's recommended method was split with 50% favoring the projection method, 43% favoring a combined approach, and 23% noting logistical challenges to the laboratory. In this study, the laboratory and projection method were equivalent in terms of educational performance for hematopathology among medicals students. A classroom‐based approach such as the projection method is favored, given the large class sizes in undergraduate medical education, as well as the ergonomic challenges and additional resources required for large group instruction in a laboratory setting. Anat Sci Educ 7: 130–134. © 2013 American Association of Anatomists.     

案例讨论法在开放教育护理伦理学教学中的应用

选择安徽电大开放教育2013秋季学期护理学本科专业A班26人为对照班,在护理伦理学教学中采用讲授和案例分析为主的传统教学方法;2013秋季学期B班29人为实验班,采用案例讨论法进行教学。采用形成性考核、期末终结性考核、问卷调查等方法对教学效果进行评价。结果显示,实验班学生面授课到课率较对照班高34.1％;实验班学生的形成性考核作业案例分析成绩和期末终结性考核案例分析成绩显著高于对照班（P ＜0.01）;绝大多数学生认为案例讨论教学法能提升学习主动性、自主学习能力、学习态度、课堂学习效率、沟通能力、语言表达能力、参与意识、对护理伦理问题的敏感性以及分析和解决问题的能力;学习效果满意度达84.0％。     

Towards evidence‐based recruitment processes in the UK

There is a growing demand for admissions tutors in UK universities to use more rigorous and systematic decision‐making methods in recruitment processes. A key barrier to achieving this goal is the lack of a coherent and definitive body of knowledge upon which such methods can be built. The yardstick used for the majority of applicants is A2‐level performance measured through the grades that are attained, often translated into a points score. However, A2‐level performance is widely thought to be a crude and inaccurate way of predicting future academic performance. The aim of the research reported in this paper was to inform the practice of admissions tutors by improving the basis upon which decisions are made. Specifically, the goal was to provide admissions tutors with evidence to support their decision‐making processes by providing concrete data upon which recruitment decisions can be made. The research studied the first year (Level 1) performance of one cohort of students studying mechanical engineering programmes at the University of Leeds. The focus of the research was on the relationship between A2‐level performance and other information that is available to admissions tutors when they are selecting students, and Level 1 university performance. The results of the research indicate that, for applicants with A2‐levels, (1) only 28% of the variance in their university performance could be attributed to their A2‐level performance and (2) admissions processes should focus on the A2‐level grades that are attained rather than the A2‐level points scores that are frequently used.     

Gender and Social Inequality at Oxford and Cambridge Universities

Abstract

The academic efficiency and social justice of entry procedures at Oxford and Cambridge Universities are examined over the past quarter of a century. For each major subject the mean A‐level scores of males and females entering from state and independent schools are compared with mean final examination scores in the major subjects. In any comparison of state and independent cohorts of the same gender, within the bounds of normal statistical fluctuation, the difference in A‐level score is a good predictor of the difference in finals score. For example, when between state men and independent men the difference in A‐level score is zero, the difference between mean finals score is zero also. The origin of female under‐achievement is examined. In most subjects there is pronounced gender inequality due to the following chain of circumstances: (1) to break‐even in finals women require at entry better grades at Advanced Level than men; (2) women used to have much the better A‐levels and so, in finals a quarter of a century ago, they matched and even — in some subjects — surpassed the men; (3) the A‐levels of women entering Oxford and Cambridge Universities fell off during the 1970s; (4) today female A‐level scores are slightly worse than male A‐level scores, and so female finals scores are much worse, in most subjects, than male finals scores. The concept of an ideal subject is defined; this is a subject in which zero difference in A‐level score between male and female yields zero difference in finals score. Law at Cambridge and chemistry at Oxford are ideal subjects. Ideal subjects are rare at Oxbridge: most subjects exhibit a significant male lead in finals when male and female have equal A‐level scores. The most non‐ideal subject at Oxford is mathematics, in which zero difference in A‐level score between males and females yields a male lead in finals score of 13%: at Oxford the other non‐ideal subjects are physics (male lead at equal A‐levels 11%), philosophy, politics and economics (9%), history (8%), modem languages (8%) and English (5%). An ideal subject is a paradigm which requires even‐handedness between male and female cohorts in the following parameters: (1) efficiency of course selection from school; (2) efficiency of teaching; (3) efficiency of finals assessment; (4) latent ability. A pronounced relative decline in the A‐level scores of girls educated in state maintained schools entering English and Welsh universities occurred in the 1970s; it is attributed to the reform of the state school system, particularly the growth in mixed‐sex comprehensive schools and the decline in the number of female single‐sex grammar schools. A peculiar aspect of the admissions filters at both Oxford and Cambridge ensures that state‐school educated men gaining entry do so with A‐level scores markedly superior to those of the other three cohorts.     

Interactive anatomical and surgical live stream lectures improve students' academic performance in applied clinical anatomy

Tuebingen's Sectio Chirurgica (TSC) is an innovative, interactive, multimedia, and transdisciplinary teaching method designed to complement dissection courses. The Tuebingen's Sectio Chirurgica (TSC) allows clinical anatomy to be taught via interactive live stream surgeries moderated by an anatomist. This method aims to provide an application‐oriented approach to teaching anatomy that offers students a deeper learning experience. A cohort study was devised to determine whether students who participated in the TSC were better able to solve clinical application questions than students who did not participate. A total of 365 students participated in the dissection course during the winter term of the 2012/2013 academic year. The final examination contained 40 standard multiple‐choice (S‐MC) and 20 clinically‐applied multiple‐choice (CA‐MC) items. The CA‐MC items referred to clinical cases but could be answered solely using anatomical knowledge. Students who regularly participated in the TSC answered the CA‐MC questions significantly better than the control group (75% and 65%, respectively; P < 0.05, Mann‐Whitney U test). The groups exhibited no differences on the S‐MC questions (85% and 82.5%, respectively; P > 0.05). The CA‐MC questions had a slightly higher level of difficulty than the S‐MC questions (0.725 and 0.801, respectively; P = 0.083). The discriminatory power of the items was comparable (S‐MC median Pearson correlations: 0.321; CA‐MC: 0.283). The TSC successfully teaches the clinical application of anatomical knowledge. Students who attended the TSC in addition to the dissection course were able to answer CA‐MC questions significantly better than students who did not attend the TSC. Thus, attending the TSC in addition to the dissection course supported students' clinical learning goals. Anat Sci Educ 10: 46–52. © 2016 American Association of Anatomists.     

Student and recent graduate perspectives on radiological imaging instruction during basic anatomy courses

Recently, faculty at Pritzker School of Medicine, The University of Chicago, have made efforts to improve the depth of radiological anatomy knowledge that students have, but no insights exist as to student and resident opinions of how clinically helpful deep anatomical understanding is. A single‐institution survey of second‐ and fourth‐year medical students and postgraduate year 1–4 residents from 11 specialties, composed of five‐point Likert questions, sample examination questions, and narrative response questions, was distributed in 2015. One hundred seventy‐seven of the 466 potential respondents replied (71 residents and 106 students), response rate 38.0%. No nonresponse bias was present in two separate analyses. Respondents generally favored a superficial “identification” question as more relevant to clinical practice, which was positively associated with increasing clinical experience ρ = 0.357, P < 0.001 by point‐biserial correlation. Students and residents most commonly used self‐directed methods to learn medical imaging during their medical anatomy courses (72.6 and 57.7%, respectively). Small group education was least commonly used by students and residents (45.3 and 39.4%, respectively), but most commonly recommended (62.3 and 69%, respectively). A total of 56.6 and 64.8% of students and residents, respectively, reported that having multiple learning methods was “quite” or “extremely” important. Respondents with more clinical experience were more likely to report that a superficial identification question was more clinically relevant than a question testing deeper radiological anatomy knowledge. Small group learning was preferred among students and residents but was the least commonly employed method of instruction. Both findings contrast starkly with current radiological anatomy instructional understanding and practices. Anat Sci Educ 11: 25–31. © 2017 American Association of Anatomists.     

Interactive radiological anatomy eLearning solution for first year medical students: Development,integration, and impact on learning

A technology enhanced learning and teaching (TELT) solution, radiological anatomy (RA) eLearning, composed of a range of identification‐based and guided learning activities related to normal and pathological X‐ray images, was devised for the Year 1 nervous and locomotor course at the Faculty of Medicine, University of Southampton. Its effectiveness was evaluated using a questionnaire, pre‐ and post‐tests, focus groups, summative assessment, and tracking data. Since introduced in 2009, a total of 781 students have used RA eLearning, and among them 167 Year 1 students in 2011, of whom 116 participated in the evaluation study. Students enjoyed learning (77%) with RA eLearning, found it was easy to use (81%) and actively engaged them in their learning (75%), all of which were associated to the usability, learning design of the TELT solution and its integration in the curriculum; 80% of students reported RA eLearning helped their revision of anatomy and 69% stated that it facilitated their application of anatomy in a clinical context, both of which were associated with the benefits offered by the learning and activities design. At the end of course summative assessment, student knowledge of RA eLearning relevant topics (mean 80%; SD ±16) was significantly better as compared to topics not relevant to RA eLearning (mean 63%; SD ±15) (mean difference 18%; 95% CI 15% to 20%; P < 0.001). A well designed and integrated TELT solution can be an efficient method for facilitating the application, integration, and contextualization of anatomy and radiology to create a blended learning environment. Anat Sci Educ 7: 350–360. © 2013 American Association of Anatomists.