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Objective:To investigate the tau deposition pattern in Alzheimer′s disease (AD) and its correlation with cognition by 18F-MK6240 PET imaging. Methods:From August 2021 to February 2022, 46 elderly people over 55 years old (16 males, 30 females; age (68.9±7.7) years) were included from outpatient and community in Shanghai. Structural brain MRI, β-amyloid (Aβ) PET imaging, tau-PET imaging and comprehensive neuropsychological tests batteries were conducted. The subjects were divided into AD group ( n=16) and normal cognition (NC) group ( n=30) according to the 2018 National Institute on aging and Alzheimer′s Association (NIA-AA) diagnostic criteria. Quantitative analysis was conducted to investigate the tau deposition pattern in AD after preprocessing 18F-MK6240 PET images with MRI images. SUV ratio (SUVR) of brain regions such as entorhinal cortex, hippocampus, parahippocampal gyrus, amygdala, insular lobe, frontal lobe, precuneus, occipital lobe, thalamus and putamen were analyzed, with cerebellum as reference region. The differences of tau deposition in brain regions between AD and NC groups were analyzed by independent-sample t test. The associations between SUVR and Mini-Mental State Examination (MMSE) score and Montreal Cognitive Assessment-Basic (MoCA-B) score were analyzed by Pearson correlation analysis. Results:AD displayed a significant tau deposition in frontal lobes, temporal lobes and parietal lobes compared with NC. SUVR of brain regions in AD group were higher than those in NC group ( t values: 3.37-9.61, all P<0.05). SUVR in brain regions were negatively correlated with MMSE score ( r values: from -0.735 to -0.350, all P<0.05) and MoCA-B score ( r values: from -0.723 to -0.367, all P<0.05). Conclusion:18F-MK6240 PET can demonstrate the tau deposition in the brain of AD patients, and the tau deposition is related to cognitive function.
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Objective:To explore the practice and preliminary effects of "integrated neurology curriculum" for medical students before internship.Methods:The following 3 aspects were integrated together: teaching content, teaching faculty and teaching methods. Teaching contents are comprised of basic medical theories and extension of clinical knowledge; teaching faculty includes teachers that teach basic theories and many other clinical disciplines; teaching methods were composed of classroom teaching, case discussion and clinical internship. It is a 56-hour curriculum, with 40 hours for studying theories and 16 for clinical internship. 82 students in total had attended the course. Independent sample t-test was used to compare the scores of students in the same grade but had different course structures, and chi-square test was performed with SPSS 22.0 to compare the results of the satisfaction degree from questionnaires.Results:The average score of students was (84.7±9.3) for the courses of 2017-2018 academic year, significantly higher than that of the students who were in the same grade in previous three years. The results of satisfaction degree by the questionnaires showed that 38.6% of the students considered the integrated course to be very helpful in general, 47.7% of the students thought the case analysis part during class was helpful, and 31.8% of the students thought clinical internship was of great help to their medical study.Conclusion:The neurology curriculum based on integrated textbooks has achieved preliminary achievements in preclinical teaching practice, and the teaching group of the curriculum will continue to track the performance of medical students after entering neurology clinical internship, while further improving the quality of integrated courses in terms of teaching and assessment.
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Objective To explore the reliability and validity of mini-clinical evaluation exercise (Mini-CEX) in neurology education during student-teacher interactive procedures. Methods 84 eight-year interns of clinical medicine and 5 teachers were assessed by Mini-CEX after teaching rounds. We calculated Chronbach's α as index of reliability for all teachers and students. Additionally, the Spearman correlation coefficients between students' performance and score of Mini-CEX were assessed as validation. Results According to the Mini-CEX table, the Chronbach'sαfor all teachers' evaluation was 0.986, and 0.968 for all interns. Each item in Mini-CEX was positively related with final performance of students (correlation coefficients>0.75, P<0.05). Conclusion Mini-CEX was used to evaluate both teachers and students in clinical teaching of neurology, during which it was found that Mini-CEX had good reliability and validity, and was helpful to improve the quality of clinical teaching.