AIM To isolate the chemical components from extracted crude of Psoralea corylifolia L. METHODS Applicate the function of molecular recognition in supramolecular chemistry, use 1,1,6,6 tetraphenylhexa 2,4 diyne 1,6 dio...AIM To isolate the chemical components from extracted crude of Psoralea corylifolia L. METHODS Applicate the function of molecular recognition in supramolecular chemistry, use 1,1,6,6 tetraphenylhexa 2,4 diyne 1,6 diol as the host molecule and chemical components in extracted crude of Psoralea corylifolia L. as guest molecules, which represent different from either in sort, quantity and sites of function groups or in structural topological character, 1,1,6,6 tetraphenylhexa 2,4 diyne 1,6 diol could selectively form inclusion compound with component endowed with interactional complementarity and isolate as crystalline from the extracted crude of Psoralea corylifolia L. RESULTS The isopsoralen as guest molecule is selectively included by 1,1,6,6 tetraphenylhexa 2,4 diyne 1,6 diol in inclusion crystal and removed by acetone from the inclusion compound and total yield is 0 18%. Isopsoralen is determined by UV, IR, 1HNMR and MS and its inclusion compound is determined by means of IR, powder XRD and single crystal XRD. The isolation effect is analyzed by GC/MS. CONCLUSION The method is simple and selective for isolation isopsoralen from extracted crude of Psoralea corylifolia L.展开更多
目的研究3D打印结合PBL与CBL的教学在主动脉瓣狭窄教学中应用效果,以优化规培医师教学流程,提高教学质量。方法选取2022年1月1日-2022年7月31日在某医院心内科接受住院医师规范化培训的住院医师共计144名,随机均分为对照组(接受PBL和CB...目的研究3D打印结合PBL与CBL的教学在主动脉瓣狭窄教学中应用效果,以优化规培医师教学流程,提高教学质量。方法选取2022年1月1日-2022年7月31日在某医院心内科接受住院医师规范化培训的住院医师共计144名,随机均分为对照组(接受PBL和CBL结合教学)和观察组(在对照组基础上结合3D打印模型教学)。以在科内第1周、第2周、第3周阶段测试结果作为评价指标,测试结束后采用调查问卷方式了解两组教学满意度。结果观察组在客观选择题得分(91.35±4.54vs74.99±9.17)、问答题得分(90.42±4.18vs77.57±5.57)、病例分析题得分(90.74±3.99vs77.94±5.17)3个测试项目得分及总分(272.50±11.91 vs 230.60±17.69)明显高于对照组,差异有统计学意义(t=38.409,12.818,4.663,13.837,均P<0.05)。教学后第1周、第2周、第3周,观察组客观选择题得分(93.58±5.54 vs 81.85±9.23,91.56±5.05 vs 75.65±10.41,88.90±5.25 vs 67.47±10.85,t=16.261,37.755,37.805)、病例分析题得分(91.32±5.87 vs 80.65±7.48,91.60±4.51 vs 76.22±5.97,89.31±4.92 vs 75.94±5.21,t=2.266,9.433,2.828)均明显高于对照组,差异有统计学意义(均P<0.05);观察组问答题得分(90.69±4.05 vs 76.08±7.00)仅在第二周时与对照组差异有统计学意义(t=28.739,P<0.05)。观察组课堂效果(4.54±0.56 vs 2.81±0.96)、接受能力(4.42±0.60 vs 2.83±0.87)、学习兴趣(4.47±0.58 vs 2.82±0.92)、自学能力(4.50±0.56 vs 2.93±0.94)、解决问题的能力(4.57±0.58 vs 3.06±0.95)、临床思维能力(4.42±0.62 vs 2.85±0.94)和认同这种教学模式(4.47±0.53vs2.83±0.95)等7个项目教学满意度评分明显高于对照组,差异有统计学意义(t=13.814,4.995,11.537,15.500,6.154,7.934,15.748,均P<0.05)。结论主动脉瓣狭窄教学中使用3D打印结合PBL与CBL的教学效果及教学满意度明显高于传统教学方法,适宜于临床教学。展开更多
文摘AIM To isolate the chemical components from extracted crude of Psoralea corylifolia L. METHODS Applicate the function of molecular recognition in supramolecular chemistry, use 1,1,6,6 tetraphenylhexa 2,4 diyne 1,6 diol as the host molecule and chemical components in extracted crude of Psoralea corylifolia L. as guest molecules, which represent different from either in sort, quantity and sites of function groups or in structural topological character, 1,1,6,6 tetraphenylhexa 2,4 diyne 1,6 diol could selectively form inclusion compound with component endowed with interactional complementarity and isolate as crystalline from the extracted crude of Psoralea corylifolia L. RESULTS The isopsoralen as guest molecule is selectively included by 1,1,6,6 tetraphenylhexa 2,4 diyne 1,6 diol in inclusion crystal and removed by acetone from the inclusion compound and total yield is 0 18%. Isopsoralen is determined by UV, IR, 1HNMR and MS and its inclusion compound is determined by means of IR, powder XRD and single crystal XRD. The isolation effect is analyzed by GC/MS. CONCLUSION The method is simple and selective for isolation isopsoralen from extracted crude of Psoralea corylifolia L.
文摘目的研究3D打印结合PBL与CBL的教学在主动脉瓣狭窄教学中应用效果,以优化规培医师教学流程,提高教学质量。方法选取2022年1月1日-2022年7月31日在某医院心内科接受住院医师规范化培训的住院医师共计144名,随机均分为对照组(接受PBL和CBL结合教学)和观察组(在对照组基础上结合3D打印模型教学)。以在科内第1周、第2周、第3周阶段测试结果作为评价指标,测试结束后采用调查问卷方式了解两组教学满意度。结果观察组在客观选择题得分(91.35±4.54vs74.99±9.17)、问答题得分(90.42±4.18vs77.57±5.57)、病例分析题得分(90.74±3.99vs77.94±5.17)3个测试项目得分及总分(272.50±11.91 vs 230.60±17.69)明显高于对照组,差异有统计学意义(t=38.409,12.818,4.663,13.837,均P<0.05)。教学后第1周、第2周、第3周,观察组客观选择题得分(93.58±5.54 vs 81.85±9.23,91.56±5.05 vs 75.65±10.41,88.90±5.25 vs 67.47±10.85,t=16.261,37.755,37.805)、病例分析题得分(91.32±5.87 vs 80.65±7.48,91.60±4.51 vs 76.22±5.97,89.31±4.92 vs 75.94±5.21,t=2.266,9.433,2.828)均明显高于对照组,差异有统计学意义(均P<0.05);观察组问答题得分(90.69±4.05 vs 76.08±7.00)仅在第二周时与对照组差异有统计学意义(t=28.739,P<0.05)。观察组课堂效果(4.54±0.56 vs 2.81±0.96)、接受能力(4.42±0.60 vs 2.83±0.87)、学习兴趣(4.47±0.58 vs 2.82±0.92)、自学能力(4.50±0.56 vs 2.93±0.94)、解决问题的能力(4.57±0.58 vs 3.06±0.95)、临床思维能力(4.42±0.62 vs 2.85±0.94)和认同这种教学模式(4.47±0.53vs2.83±0.95)等7个项目教学满意度评分明显高于对照组,差异有统计学意义(t=13.814,4.995,11.537,15.500,6.154,7.934,15.748,均P<0.05)。结论主动脉瓣狭窄教学中使用3D打印结合PBL与CBL的教学效果及教学满意度明显高于传统教学方法,适宜于临床教学。
