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Yan J, Wen Y, Liu X, Deng M, Ye B, Li T, Wang H, Jia C, Liao J, Zhang L. The effectiveness of problem-based learning and case-based learning teaching methods in clinical practical teaching in TACE treatment for hepatocellular carcinoma in China: a bayesian network meta-analysis. BMC MEDICAL EDUCATION 2024; 24:665. [PMID: 38886707 PMCID: PMC11184776 DOI: 10.1186/s12909-024-05615-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2023] [Accepted: 05/29/2024] [Indexed: 06/20/2024]
Abstract
PURPOSE To investigate the effectiveness of problem-based learning (PBL) and case-based learning (CBL) teaching methods in clinical practical teaching in transarterial chemoembolization (TACE) treatment in China. MATERIALS AND METHODS A comprehensive search of PubMed, the Chinese National Knowledge Infrastructure (CNKI) database, the Weipu database and the Wanfang database up to June 2023 was performed to collect studies that evaluate the effectiveness of problem-based learning and case-based learning teaching methods in clinical practical teaching in TACE treatment in China. Statistical analysis was performed by R software (4.2.1) calling JAGS software (4.3.1) in a Bayesian framework using the Markov chain-Monte Carlo method for direct and indirect comparisons. The R packages "gemtc", "rjags", "openxlsx", and "ggplot2" were used for statistical analysis and data output. RESULTS Finally, 7 studies (five RCTs and two observational studies) were included in the meta-analysis. The combination of PBL and CBL showed more effectiveness in clinical thinking capacity, clinical practice capacity, knowledge understanding degree, literature reading ability, method satisfaction degree, learning efficiency, learning interest, practical skills examination scores and theoretical knowledge examination scores. CONCLUSIONS Network meta-analysis revealed that the application of PBL combined with the CBL teaching mode in the teaching of liver cancer intervention therapy significantly improves the teaching effect and significantly improves the theoretical and surgical operations, meeting the requirements of clinical education.
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Affiliation(s)
- Jingxin Yan
- West China Hospital, Sichuan University, Chengdu, China
| | - Yonghao Wen
- Department of Hepatopancreatobiliary Surgery, Affiliated Hospital of Qinghai University, Xining, China
- Department of Postgraduate, Qinghai University, Xining, China
| | - Xinlian Liu
- Department of Pathology and Pathophysiology, Chengdu Medical College, Chengdu, China
| | - Manjun Deng
- Department of Hepatopancreatobiliary Surgery, Affiliated Hospital of Qinghai University, Xining, China
- Department of Postgraduate, Qinghai University, Xining, China
| | - Bin Ye
- Department of General Surgery, Rongxian People's Hospital, Zigong, China
| | - Ting Li
- Department of Orthopedics, Sichuan Provincial People's Hospital, Chengdu, China
| | - Huanwei Wang
- Department of Ultrasonography, Hainan General Hospital/Hainan Affiliated Hospital of Hainan Medical University, Haikou, 570100, China
| | - Cui Jia
- Department of Pathology and Pathophysiology, Chengdu Medical College, Chengdu, China
| | - Jinsong Liao
- Department of Anesthesiology, Affiliated Hospital of Chengdu University, Chengdu University, Chengdu, China.
| | - Lushun Zhang
- Department of Pathology and Pathophysiology, Chengdu Medical College, Chengdu, China.
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Shen B, Chen Y, Wu Y, Lan Y, He X, Wang N, Liu J, Yu Y. Development and effectiveness of a BOPPPS teaching model-based workshop for community pharmacists training. BMC MEDICAL EDUCATION 2024; 24:293. [PMID: 38491397 PMCID: PMC10943807 DOI: 10.1186/s12909-024-05282-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2024] [Accepted: 03/09/2024] [Indexed: 03/18/2024]
Abstract
BACKGROUND/AIM With the pharmaceutical innovation and clinical knowledge updating, the continuing education and on-the-job training are extremely important for improving community pharmacists' professional competence. Previous training often adopted traditional lecture-based teaching, and the efficacy was limited. The aim of this study is to develop a new strategy for community pharmacist training. METHODS Based on the BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment and Summary) teaching model and workshop method, a continuing on-the-job training program was constructed. Participates were randomly and evenly divided into two groups by random number table method. Twenty-four community pharmacists in total completed all training contents and evaluation components in this study. Twelve pharmacists in experimental group were trained via this new BOPPPS-based workshop, while others still adopted traditional didactic lecture-based approaches. RESULTS After training, quantitative examination combined with clinical pharmacy practice tests were carried out to evaluate the effectiveness and outcomes of two training groups. For written exam, the total scores from the BOPPPS-based workshop group (82.67 ± 4.70) was higher than that of traditional lectured-base group (73.75 ± 6.15) (P < 0.001). Encouragingly, compared with the results of practical ability assessment from traditional training group (71.75 ± 4.75), the pharmacists receiving BOPPPS-based workshop training presented more excellent performance (78.25 ± 5.03), which displayed statistically significant differences (P < 0.01). In addition, an anonymous questionnaire was used to survey trainees' feelings after completing this continuing education program. The results revealed that the BOPPPS-based workshop can bring a better learning experience than traditional lecture-based training, and the percentages of positive response to each item were more than 91.7%. CONCLUSIONS Through multi-dimensional evaluation, it was suggested that our BOPPPS-based workshop achieved desired training effects. Moreover, our research also demonstrated that this strategy had advantages of stimulating inspiration, autonomous learning, team-work spirit and pharmacy practice improvement. It may provide a reference of innovative training method for community pharmacists.
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Affiliation(s)
- Bingzheng Shen
- Department of Pharmacy, Renmin Hospital, Wuhan University, Wuhan, China
- Department of Clinical Pharmacy, School of Pharmaceutical Science, Wuhan University, Wuhan, China
| | - Yating Chen
- Department of Pharmacy, Renmin Hospital, Wuhan University, Wuhan, China
| | - Yue Wu
- Department of Pharmacy, Renmin Hospital, Wuhan University, Wuhan, China
| | - Yu Lan
- Department of Pharmacy, Renmin Hospital, Wuhan University, Wuhan, China
| | - Xiaoqin He
- Teaching Affair Office, The First Clinical College, Wuhan University, Wuhan, China
| | - Na Wang
- Teaching Affair Office, The First Clinical College, Wuhan University, Wuhan, China
| | - Jun Liu
- Health Service Center, Xianghe Community, Wuhan, China
| | - Yan Yu
- Department of Gastroenterology, Tongji Hospital of Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China.
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Zheng QM, Li YY, Yin Q, Zhang N, Wang YP, Li GX, Sun ZG. The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis. BMC MEDICAL EDUCATION 2023; 23:546. [PMID: 37528406 PMCID: PMC10394865 DOI: 10.1186/s12909-023-04531-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Accepted: 07/21/2023] [Indexed: 08/03/2023]
Abstract
BACKGROUND This meta-analysis was conducted to systematically evaluate the impact of problem-based learning (PBL) and lecture-based learning (LBL) teaching models on students' learning in surgical education. METHODS We systematically searched the publications related to the application of PBL and LBL in surgical courses in PubMed, Embase, Web of Science and Cochrane Library databases, the last retrieval time is September 20, 2022. After screening the literature according to the inclusion and exclusion criteria, extracting data and evaluating the methodological treatment of the included studies, Stata 17.0 software was used to perform meta-analysis. RESULTS Nine studies were included totally. The results showed that compared with LBL, PBL was superior in clinical competence (SMD = 0.81, 95% CI: 0.12 ~ 1.49, P = 0.020) and student satisfaction (SMD = 2.13, 95% CI: 1.11 ~ 3.15, P < 0.0001) with significant differences. But the comprehensive scores (SMD = 0.26, 95% CI: -0.37 ~ 0.89, P = 0.421) and theoretical knowledge (SMD=-0.19, 95% CI: -0.71 ~ 0.33, P = 0.482) to PBL and LBL had no significant difference. CONCLUSION This study showed that the PBL teaching model is more effective than the LBL teaching model in surgical education on the aspects of enhancing clinical competence and student satisfaction. However, further well-designed studies are needed to confirm our findings.
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Affiliation(s)
- Qi-Ming Zheng
- Department of Thoracic Surgery, Jinan Central Hospital, Shandong University, Jinan, 250013, China
- Department of Thoracic Surgery, Central Hospital Affiliated to Shandong First Medical University, Jinan, 250013, China
| | - Yuan-Yuan Li
- Department of Thoracic Surgery, Jinan Central Hospital, Shandong University, Jinan, 250013, China
| | - Qing Yin
- Department of Medical Education, Central Hospital Affiliated to Shandong First Medical University, Jinan, 250013, China
| | - Na Zhang
- Department of Thoracic Surgery, Central Hospital Affiliated to Shandong First Medical University, Jinan, 250013, China
| | - Ye-Peng Wang
- Department of Neurosurgery, Central Hospital Affiliated to Shandong First Medical University, Jinan, 250013, China
| | - Guo-Xiang Li
- Department of Thoracic Surgery, Central Hospital Affiliated to Shandong First Medical University, Jinan, 250013, China
| | - Zhi-Gang Sun
- Department of Thoracic Surgery, Jinan Central Hospital, Shandong University, Jinan, 250013, China.
- Department of Thoracic Surgery, Central Hospital Affiliated to Shandong First Medical University, Jinan, 250013, China.
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Mu S, Hu J, Liu F, Zhao C, Sun Y. New innovations and educational process in undergraduate neurology education in blended learning. Postgrad Med 2023; 135:551-561. [PMID: 37428007 DOI: 10.1080/00325481.2023.2234273] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2022] [Accepted: 07/05/2023] [Indexed: 07/11/2023]
Abstract
Many undergraduate students suffer from 'neurophobia,' which refers to a lack of knowledge or confidence in neurology, and this can influence their career choices. Various measures have been taken to address this issue, including the implementation of new technologies and methodologies. Significant advancements have been made in the development of blended learning, and the integration of student-centered learning modules, multimedia, and web-based devices has become a common teaching approach. Nonetheless, the optimal delivery form, as well as assessment for the selected learning format and teaching quality in both theory and clinical practice, are being investigated. The purpose of this review is to provide a summary of the current understanding of blended learning as well as innovative methods, technologies, and assessments of undergraduate neurology education. It aims to highlight opportunities for implementing a novel, comprehensive learning model with a suitable blended learning method within a framework of customized technology-assessment processes for future neurology classes, encompassing both theoretical and clinical training.
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Affiliation(s)
- Siyu Mu
- Department of Neurology, The First Affiliated Hospital of China Medical University, Shenyang, China
| | - Jingman Hu
- Department of Neurology, The First Affiliated Hospital of China Medical University, Shenyang, China
| | - Fangxi Liu
- Department of Neurology, The First Affiliated Hospital of China Medical University, Shenyang, China
| | - Chuansheng Zhao
- Department of Neurology, The First Affiliated Hospital of China Medical University, Shenyang, China
- Stroke Center, The First Hospital of China Medical University, Shenyang, China
| | - Yefei Sun
- Department of Gastrointestinal Surgery & Hernia and Abdominal Wall Surgery, The First Affiliated Hospital of China Medical University, Shenyang, China
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Li Y, Gao C, Zhu X, Zhu J, Ding Z, Han Z. Application of SPARK teaching in acute abdomen radiography teaching for undergraduate medical students. BMC MEDICAL EDUCATION 2022; 22:881. [PMID: 36536422 PMCID: PMC9762863 DOI: 10.1186/s12909-022-03957-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/26/2022] [Accepted: 12/13/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Acute abdomen is a series of acute and severe abdominal diseases commonly encountered in clinic. It is important to strengthen the image teaching of acute abdomen for undergraduates. AIM This study aimed to explore the application effect of SPARK[sub-speciality (S), problem-based learning (P), assessment (A), report (R) and reading skill (K)] teaching mode in the experimental teaching of acute abdomen for undergraduate medical students. METHODS We selected a total of 58 third year medical students for observation. The students were divided into experimental group and control group. Among them, 29 students in the experimental group studied in SPARK teaching mode, 29 students in the control group studied in traditional teaching mode. The two groups of students were tested after the theory class, before and after the experimental class, and one week after the experimental class, to compare the application effects of the two teaching modes. After the test one week after the experimental class, the two groups of students jointly adopted SPARK mode to learn, and were tested again one month after the experimental class to compare whether the two groups of students achieved the same results. The total score of all tests was 150. RESULTS The average scores of the experimental group and the control group after theory class were (69.0 ± 26.4) and (72.1 ± 24.1) respectively, with no statistical difference (t = 0.468, P = 0.642). The average scores of the experimental group before, after and one week after the experimental class were higher than those of the control group. The experimental group was (84.5 ± 23.1), (109.7 ± 23.8), (105.5 ± 31.0) respectively, and the control group was (52.8 ± 15.1), (93.8 ± 17.0), (80.0 ± 22.8) respectively. The differences were statistically significant (t = -6.195, P = 0.00; t = -2.919, P = 0.05; t = -3.569, P = 0.01). The average scores of the experimental group and the control group after one month were (99.0 ± 31.0) and (95.5 ± 25.6) respectively, and there was no significant difference between the two groups (t = -0.462, P = 0.646). CONCLUSIONS The SPARK teaching mode was helpful for undergraduate medical students to consolidate image foundation, improve image reading skills.
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Affiliation(s)
- Yangsheng Li
- Department of Radiology, Affiliated Hangzhou First People's Hospital, Zhejiang University School of Medicine, 310006, Hangzhou, Zhejiang, China
| | - Chengcheng Gao
- Department of Radiology, Affiliated Hangzhou First People's Hospital, Zhejiang University School of Medicine, 310006, Hangzhou, Zhejiang, China
| | - Xiangwen Zhu
- Department of Radiology, Affiliated Hangzhou First People's Hospital, Zhejiang University School of Medicine, 310006, Hangzhou, Zhejiang, China
| | - Jiying Zhu
- Department of Radiology, Affiliated Hangzhou First People's Hospital, Zhejiang University School of Medicine, 310006, Hangzhou, Zhejiang, China
| | - Zhongxiang Ding
- Department of Radiology, Affiliated Hangzhou First People's Hospital, Zhejiang University School of Medicine, 310006, Hangzhou, Zhejiang, China
| | - Zhijiang Han
- Department of Radiology, Affiliated Hangzhou First People's Hospital, Zhejiang University School of Medicine, 310006, Hangzhou, Zhejiang, China.
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Jiang W, Jiang W, Jin P, Zhang J, Xia J, Wei W, Qing B. Application of 3D printing technology combined with PBL teaching method in clinical teaching of cerebrovascular disease: An observational study. Medicine (Baltimore) 2022; 101:e31970. [PMID: 36451448 PMCID: PMC9704919 DOI: 10.1097/md.0000000000031970] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/05/2022] Open
Abstract
Traditional clinical teaching does not allow medical students to combine theoretical knowledge with practical knowledge. As such, we aimed to determine the effectiveness of three dimensional (3D) printing technology combined with problem-based learning (PBL) in the clinical teaching of cerebrovascular diseases. Medical interns were randomly divided into an experimental group (n = 136) that was taught using 3D printing technology + PBL method and a control group (n = 133) that was taught using traditional methods. We compared assessment results of theoretical and clinical practice skills and the subjective evaluation of teaching methods between the 2 groups. The assessment results of the experimental group were significantly higher than those in the control group (P < .05). The survey assessing the evaluation of teaching methods showed higher satisfaction with teaching methods, increased learning interest, and improvement in the spatial thinking ability of interns in the experimental group compared to the control group (P < .05). There was no significant difference when assessing which teaching method better improved the interns' understanding of cerebrovascular diseases (P < .05). The application of 3D printing technology combined with the PBL teaching method in neurosurgery clinical teaching can stimulate interest in learning and significantly improve academic performance and problem-analysis and solving skills.
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Affiliation(s)
- Wenqing Jiang
- Department of Neurosurgery, Wujin Hospital Affiliated with Jiangsu University, Changzhou, Jiangsu, China
- Department of Neurosurgery, The Wujin Clinical College of Xuzhou Medical University, Changzhou, Jiangsu, China
| | - Wei Jiang
- Department of Neurosurgery, Wujin Hospital Affiliated with Jiangsu University, Changzhou, Jiangsu, China
- Department of Neurosurgery, The Wujin Clinical College of Xuzhou Medical University, Changzhou, Jiangsu, China
| | - Peng Jin
- Department of Neurosurgery, Wujin Hospital Affiliated with Jiangsu University, Changzhou, Jiangsu, China
- Department of Neurosurgery, The Wujin Clinical College of Xuzhou Medical University, Changzhou, Jiangsu, China
| | - Jing Zhang
- Department of Neurosurgery, Wujin Hospital Affiliated with Jiangsu University, Changzhou, Jiangsu, China
- Department of Neurosurgery, The Wujin Clinical College of Xuzhou Medical University, Changzhou, Jiangsu, China
| | - Junjie Xia
- Department of Neurosurgery, Wujin Hospital Affiliated with Jiangsu University, Changzhou, Jiangsu, China
- Department of Neurosurgery, The Wujin Clinical College of Xuzhou Medical University, Changzhou, Jiangsu, China
| | - Wenfeng Wei
- Department of Neurosurgery, Wujin Hospital Affiliated with Jiangsu University, Changzhou, Jiangsu, China
- Department of Neurosurgery, The Wujin Clinical College of Xuzhou Medical University, Changzhou, Jiangsu, China
| | - Bao Qing
- Department of Neurosurgery, Wujin Hospital Affiliated with Jiangsu University, Changzhou, Jiangsu, China
- Department of Neurosurgery, The Wujin Clinical College of Xuzhou Medical University, Changzhou, Jiangsu, China
- * Correspondence: Qing Bao, Department of Neurosurgery, Wujin Hospital Affiliated with Jiangsu University, Changzhou, Jiangsu 213017, China (e-mail: )
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Canesin MF, Furtado FN, Gonçalves RM, Carraro DC, Oliveira TMND, Rodrigues R, Fuganti CJ, Mesas CE, Uemura L. Virtual Case-Based Learning: Nova Estratégia de Ensino e de Treinamento Médico Digital Humanizado em Cardiologia. Arq Bras Cardiol 2022; 119:35-42. [DOI: 10.36660/abc.20220423] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2022] [Accepted: 08/09/2022] [Indexed: 11/13/2022] Open
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Chong JW, Lee JC. Size and Preparation Considerations in Online TBL. MEDICAL SCIENCE EDUCATOR 2022; 32:1231-1232. [PMID: 36068862 PMCID: PMC9438345 DOI: 10.1007/s40670-022-01621-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/25/2022] [Indexed: 06/15/2023]
Affiliation(s)
- Jia Wen Chong
- Faculty of Medicine, University of Queensland, Brisbane, Australia
| | - Joseph C. Lee
- Faculty of Medicine, University of Queensland, Brisbane, Australia
- Department of Medical Imaging, The Prince Charles Hospital, Chermside, 4032 Australia
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Chen L, Tang XJ, Chen XK, Ke N, Liu Q. Effect of the BOPPPS model combined with case-based learning versus lecture-based learning on ophthalmology education for five-year paediatric undergraduates in Southwest China. BMC MEDICAL EDUCATION 2022; 22:437. [PMID: 35668389 PMCID: PMC9170341 DOI: 10.1186/s12909-022-03514-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Accepted: 05/30/2022] [Indexed: 05/09/2023]
Abstract
BACKGROUND To investigate the effect of the bridge-in, objective, preassessment, participatory learning, post assessment, and summary (BOPPPS) model combined with case-based learning (CBL) on ophthalmology teaching for five-year paediatric undergraduates. METHODS The effects of the BOPPPS model combined with CBL (BOPPPS-CBL) and traditional lecture-based learning (LBL) on ophthalmology teaching were compared among students in a five-year programme. The questionnaire surveys of the students were collected and statistically analysed after the class. The final examination scores, including on elementary knowledge and case analysis, in the two groups were analysed. RESULTS There were no statistically significant differences between the teachers and students in the baseline data. More students agreed that the BOPPPS-CBL model helped develop their problem-solving skills, analytical skills and motivation for learning better than the LBL model. There was no significant difference in learning pressure between the two groups. The final examination scores of the BOPPPS-CBL group were significantly higher than those of the LBL group. The overall course satisfaction of the BOPPPS-CBL group was obviously higher than that of the LBL group. CONCLUSIONS The BOPPPS-CBL model is an effective ophthalmology teaching method for five-year paediatric undergraduates.
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Affiliation(s)
- Lin Chen
- Department of Ophthalmology, Children's Hospital of Chongqing Medical University, Ministry of Education Key Laboratory of Child Development and Disorders, China International Science and Technology Cooperation Base of Child Development and Critical Disorders, 136, Zhongshan 2nd RD, Yuzhong District, 400014, Chongqing, China
| | - Xiao-Jiao Tang
- Department of Ophthalmology, Children's Hospital of Chongqing Medical University, Ministry of Education Key Laboratory of Child Development and Disorders, China International Science and Technology Cooperation Base of Child Development and Critical Disorders, 136, Zhongshan 2nd RD, Yuzhong District, 400014, Chongqing, China
| | - Xin-Ke Chen
- Department of Ophthalmology, Children's Hospital of Chongqing Medical University, Ministry of Education Key Laboratory of Child Development and Disorders, China International Science and Technology Cooperation Base of Child Development and Critical Disorders, 136, Zhongshan 2nd RD, Yuzhong District, 400014, Chongqing, China
| | - Ning Ke
- Department of Ophthalmology, Children's Hospital of Chongqing Medical University, Ministry of Education Key Laboratory of Child Development and Disorders, China International Science and Technology Cooperation Base of Child Development and Critical Disorders, 136, Zhongshan 2nd RD, Yuzhong District, 400014, Chongqing, China
| | - Qin Liu
- Department of Ophthalmology, Children's Hospital of Chongqing Medical University, Ministry of Education Key Laboratory of Child Development and Disorders, China International Science and Technology Cooperation Base of Child Development and Critical Disorders, 136, Zhongshan 2nd RD, Yuzhong District, 400014, Chongqing, China.
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