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Purpose To preliminarily establish a predictive model for assessing preterm birth in the first trimester via clinical history and multiple ultrasound parameters.Materials and Methods This study included 200 women in the first trimester of pregnancy from 6 to 8 weeks in the Affiliated Renhe Hospital of Three Gorges University from September 2020 to September 2021,and their clinical history,two-dimensional imaging data and cervical elastography data were collected.Logistic regression analysis,screening and assignment were performed to initially establish a clinical prediction model for evaluating preterm birth during the first trimester.Results Finally,41 pregnant women developed preterm birth(preterm birth group),and 159 pregnant women did not develop preterm birth(term group).History of miscarriage,history of preterm birth,uterocervical angle(UCA),A,and A1 were the independent risk factors for preterm birth via univariate analysis,and multivariate analysis was carried out to obtain the formula:Logit(P)=1.495×abortion history+1.060×A1+0.795×UCA+1.354×A-14.951,which had a good fit via Hosmer-Lemeshow goodness-of-fit test,and the diagnostic efficiency was 96.9%.Conclusion The early pregnancy prediction model can effectively predict the occurrence of preterm birth in pregnant women with singleton pregnancy.
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Objective Comparing with traditional teaching methods of oral histopathology, to probe whether the interactive teaching system of the digital microscope can improve the teaching effi-ciency of experiment of oral histopathology courses. Methods The subjects were the 2010 grade students (40 students) and the 2011 grade students (38 students) majoring in stomatology of South Medical University, and they were evenly divided into 2 groups at random. In the first part of the ex-periment of Grade 2010, the teaching of traditional optical microscope was used in a group of experi-mental courses, and interactive teaching with digital microscope was used in the other group. In the second part of the experiment the two groups swapped the teaching method. While in the whole exper-iment of Grade 2011, traditional optical microscopes were adopted in one group, and in contrast, the interactive teaching system of the digital microscope was adopted in the other group. The P values of the 5 indexes were less than 0.05. After the courses, the 2010 grade students received the questionnaire survey and the 2011 grade students received the quiz about the experimental course, and then the evaluation results of the two groups were compared for t inspection, using SPSS software t test. Result The questionnaire results of Grade 2010 showed that the scores of digital microscope interactive group were higher than those of traditional teaching group in satisfaction with teaching , teacher-student interaction, classroom atmosphere active degree, learning interest, and the understanding of the teach-ing content. The experiment course content test results of Grade 2011 showed that the digital interactive group students averaged 46.26, while the average score of the traditional teaching group was 42.78%. The difference between the two groups had statistical significance, P=0.001. Conclusion Compared with the traditional teaching methods, the interactive teaching system of the digital microscope can enhance the academic grades, improve the teaching efficiency of experiment of oral histopathology courses, and elevate the teaching quality.