RNA interference (RNAi) is an evolutionarily conserved mechanism for silencing gene expression by targeted degradation of mRNA. Short double-stranded RNAs, known as small interfering RNAs (siRNA), are incorporated int...RNA interference (RNAi) is an evolutionarily conserved mechanism for silencing gene expression by targeted degradation of mRNA. Short double-stranded RNAs, known as small interfering RNAs (siRNA), are incorporated into an RNA-induced silencing complex that directs degradation of RNA containing a homologous sequence.展开更多
Objective: to analyze the influence of scaffolding instruction model on the improvement of clinical students' learning ability. Methods: 60 students from Class 9-12 of Grade 19 clinical students, semester: the fir...Objective: to analyze the influence of scaffolding instruction model on the improvement of clinical students' learning ability. Methods: 60 students from Class 9-12 of Grade 19 clinical students, semester: the first semester of the 2021-2022 academic year, were selected to form the experimental group, and the scaffolding teaching model was implemented. Another 60 students from Class 9-12 of Grade 19 clinical students, semester: the first semester of the 2021-2022 academic year, were selected to form the control group, and the traditional teaching model was adopted. Compare the scores of learning ability and communication ability. Results: there was no significant difference in the learning ability scores of the two groups of clinical students in the first week of teaching (p > 0.05). After three months, the scores of the experimental group were higher than those of the control group (p < 0.05). There was no difference in the scores in the first week, and the scores in each experimental group were higher after three months (P < 0.05). There was no significant difference in the clinical practice ability scores of the two groups of clinical students in the first week of teaching (P > 0.05). After three months, the clinical practice ability scores of the experimental group were higher than those of the control group (P < 0.05). Conclusion: in the teaching of clinical students, the implementation of scaffolding instruction model can improve students' comprehensive quality ability in learning, communication and clinical practice behavior. This teaching method is worthy of wide application in clinical teaching.展开更多
文摘RNA interference (RNAi) is an evolutionarily conserved mechanism for silencing gene expression by targeted degradation of mRNA. Short double-stranded RNAs, known as small interfering RNAs (siRNA), are incorporated into an RNA-induced silencing complex that directs degradation of RNA containing a homologous sequence.
文摘Objective: to analyze the influence of scaffolding instruction model on the improvement of clinical students' learning ability. Methods: 60 students from Class 9-12 of Grade 19 clinical students, semester: the first semester of the 2021-2022 academic year, were selected to form the experimental group, and the scaffolding teaching model was implemented. Another 60 students from Class 9-12 of Grade 19 clinical students, semester: the first semester of the 2021-2022 academic year, were selected to form the control group, and the traditional teaching model was adopted. Compare the scores of learning ability and communication ability. Results: there was no significant difference in the learning ability scores of the two groups of clinical students in the first week of teaching (p > 0.05). After three months, the scores of the experimental group were higher than those of the control group (p < 0.05). There was no difference in the scores in the first week, and the scores in each experimental group were higher after three months (P < 0.05). There was no significant difference in the clinical practice ability scores of the two groups of clinical students in the first week of teaching (P > 0.05). After three months, the clinical practice ability scores of the experimental group were higher than those of the control group (P < 0.05). Conclusion: in the teaching of clinical students, the implementation of scaffolding instruction model can improve students' comprehensive quality ability in learning, communication and clinical practice behavior. This teaching method is worthy of wide application in clinical teaching.
