RESUMEN
Smad-ubiquitination regulator 2 (SMURF2) functions as a homolog of E6AP carboxyl terminus-type E3 ubiquitin ligase to regulate cell cycle progression and tumor growth factor expression. SMURF2 has been revealed to function as a tumor suppressor in a number of cancers; however, its function in papillary thyroid carcinoma (PTC) remains largely unknown. Therefore, the aim of the present study was to investigate the function of SMURF2 in PTC. Reverse transcription-quantitative PCR and western blotting were used to detect cellular expression of SMURF2 in vitro. After increasing or inhibiting the expression of SMURF2, MTT was used to detect the effect on tumor cell proliferation and Transwell assays were used to detect the effect on tumor cell migration and invasion. Finally, ELISA was used to detect the effects on glucose and glutamine metabolism in tumor cells and the findings revealed that SMURF2 was downregulated in PTC tissues. Moreover, SMURF2 inhibited the proliferation, invasion and migration of PTC cells, and promoted their apoptosis. Finally, SMURF2 inhibited cell glycolysis and glutaminolysis and affected metabolism in the PTC cell line, TPC-1. Thus, the findings of the present study suggest that SMURF2 may be a potential target in the treatment of PTC.
RESUMEN
OBJECTIVES: To investigate the effect of Rain Classroom and Presentation-Assimilation-Discussion (PAD) class blended learning mode on a surgical nursing course. METHODS: In this retrospective study, a total of 212 nursing undergraduates of Youjiang Medical University for Nationalities were selected as the research objects. There were 102 participants taking the traditional teaching model, assigned into the control group. The remaining 110 participants taking Rain Classroom and PAD class blended learning mode were assigned into the observation group. A questionnaire survey was conducted after the intervention. RESULTS: After the intervention, the comprehensive assessment score of the observation group was higher than the control group ((83.8 ± 2.64) vs. (81.71 ± 3.74), P = 0.01). The independent learning ability ((81.61 ± 12.04) vs. (77.46 ± 4.23), P = 0.001), and self-efficacy ((27.78 ± 4.18) vs. (26.39 ± 4.67), P = 0.023) were higher in the observation group than those in the control group. The course satisfaction of the observation group was higher than that in the control group (79.09% and 65.69%, P = 0.029). CONCLUSIONS: The blended mode of Rain Classroom with PAD class effectively improves teaching quality, academic performance, self-learning ability, self-efficacy of students, and increased students' satisfaction with teaching methods.