AIM： To evaluate the impact of therapeutic education on adherence to antiviral treatment and sustained virological response （SVR） in a real-life setting in genotype 2/3 hepatitis C, as there are few adherence data ...AIM： To evaluate the impact of therapeutic education on adherence to antiviral treatment and sustained virological response （SVR） in a real-life setting in genotype 2/3 hepatitis C, as there are few adherence data in genotype 2/3 infection, even from randomized trials. METHODS： This prospective survey included genotype 2/3 patients who received peg-interferon alfa-2b and ribavirin. There was no intervention. Adherence wasself-reported over the past 4 wk （peg-interferon） or 7 d （ribavirin）. Adherence to bitherapy was defined as adherence to the two drugs for ≥ 20 wk. SVR was defined as undetectable RNA ≥ 12 wk after the end of treatment. RESULTS： 370/674 patients received education during the first 3 mo of treatment. After 6 too, adherence to bitherapy was higher in educated patients （61% vs 47%, P = 0.01）. Adherence to peg-interferon was 78% vs 69% （P=0.06）. Adherence to ribavirin was 70% vs 56% （P = 0.006）. The SVR （77% vs 70%, P = 0.05） and relapse （10% vs 16%, P = 0.09） rates tended to be improved. After adjustment for baseline differences, education improved adherence [Odds ratio （OR） 1.58, P = 0.04] but not the SVR （OR 1.54, P = 0.06）. CONCLUSION： In genotype 2/3 patients, therapeutic education helped maintain real-life adherence to bitherapy.展开更多
Language communication is the key of the ideological- political education. By using the field investigation method and grounded theory approach, the study analyzes the current situation and main reasons. Discourse dif...Language communication is the key of the ideological- political education. By using the field investigation method and grounded theory approach, the study analyzes the current situation and main reasons. Discourse differences in ideological-political education of universities are revealing ＂ significance crisis ＂, acceptance obstacles and channel retardation. One reason is the necessary vitality in the content of discourses between the system and the real world during the ideological-political education. The second reason is because of lacking effective interaction in discourse. The third reason is the lack of the systematic intercourse and the fusion value between the discourse-communicating channel and the message delivery of the audience expeetations. The results show that it is vital to achieve an organic unity between the academic discourse and the practical words in the ideological-poEtical education.展开更多
文摘AIM： To evaluate the impact of therapeutic education on adherence to antiviral treatment and sustained virological response （SVR） in a real-life setting in genotype 2/3 hepatitis C, as there are few adherence data in genotype 2/3 infection, even from randomized trials. METHODS： This prospective survey included genotype 2/3 patients who received peg-interferon alfa-2b and ribavirin. There was no intervention. Adherence wasself-reported over the past 4 wk （peg-interferon） or 7 d （ribavirin）. Adherence to bitherapy was defined as adherence to the two drugs for ≥ 20 wk. SVR was defined as undetectable RNA ≥ 12 wk after the end of treatment. RESULTS： 370/674 patients received education during the first 3 mo of treatment. After 6 too, adherence to bitherapy was higher in educated patients （61% vs 47%, P = 0.01）. Adherence to peg-interferon was 78% vs 69% （P=0.06）. Adherence to ribavirin was 70% vs 56% （P = 0.006）. The SVR （77% vs 70%, P = 0.05） and relapse （10% vs 16%, P = 0.09） rates tended to be improved. After adjustment for baseline differences, education improved adherence [Odds ratio （OR） 1.58, P = 0.04] but not the SVR （OR 1.54, P = 0.06）. CONCLUSION： In genotype 2/3 patients, therapeutic education helped maintain real-life adherence to bitherapy.
文摘Language communication is the key of the ideological- political education. By using the field investigation method and grounded theory approach, the study analyzes the current situation and main reasons. Discourse differences in ideological-political education of universities are revealing ＂ significance crisis ＂, acceptance obstacles and channel retardation. One reason is the necessary vitality in the content of discourses between the system and the real world during the ideological-political education. The second reason is because of lacking effective interaction in discourse. The third reason is the lack of the systematic intercourse and the fusion value between the discourse-communicating channel and the message delivery of the audience expeetations. The results show that it is vital to achieve an organic unity between the academic discourse and the practical words in the ideological-poEtical education.
