Intracranial infection is one of the most serious complications following neurosurgery. It is well acknowledged that bacteria and fungi are the main pathogens responsible for postoperative intracranial infection. However, the microbial community structure, including composition, abundance and diversity, in postoperative intracranial infection is not fully understood, which greatly compromises our understanding of the necessity and effectiveness of postoperative antibiotic treatment. The present study collected eight cerebrospinal fluid (CSF) samples from patients with intracranial infection following neurosurgical procedures. High-throughput amplicon sequencing for 16S rDNA and internal transcribed spacer (ITS) was performed using the Illumina MiSeq platform to investigate the microbial community composition and diversity between treated and untreated patients. Bioinformatics analysis revealed that the microbial composition and diversity in each patient group (that is, with or without antibiotic treatment) was similar; however, the group receiving antibiotic treatment had a comparatively lower species abundance and diversity compared with untreated patients. At the genus level, Acinetobacter and Staphylococcus were widely distributed in CSF samples from patients with postoperative intracranial infection; in particular, Acinetobacter was detected in all CSF samples. In addition, five ITS fungal libraries were constructed, and Candida was detected in three out of four patients not receiving antibiotic treatment, indicating that the fungal infection should be given more attention. In summary, 16S and ITS high-throughput amplicon sequencing were practical methods to identify pathogens in the different periods of treatment in patients with postoperative intracranial infection. There was a notable difference in microbial composition and diversity between the treated and untreated patients. Alterations in the microbial community structure may provide a signal whether antibiotic treatment worked in postoperative intracranial infection and may assist surgeons to better control the progression of infection.

Objective: To investigate the effect of Sandwich Learning (SL) in the theory teaching of Histology and Embryology. Methods: 110 freshmen majoring in clinical medicine were randomly chosen as the experimental group of Sandwich Learning, while 111 students at the same grade were chosen as the control group for traditional lecture-style teaching. After different teaching, students from both groups were surveyed by questionnaires. And they had to take examinations about theoretical knowledge and specimen of Histology and Embryology. Then the same group of teachers marked all the exam papers according to the same scoring standards. Results: There were significantly differences in the averages of the final exam about theoretical knowledge, regular assignments and final scores between two groups. Difference in results of specimen assessment was not statistically significant. The questionnaire survey results showed that students affirmed the effect of sandwich learning in improving learning initiative, sense of responsibility and communication skills in study. Conclusion: The research shows that the application of Sandwich Learning has good teaching effect in theory teaching of Histology and Embryology and helps to cultivate the comprehensive ability of medical students.

Objective: To construct a teaching mode based on WeChat Official Accounts Platform and to discuss its teaching effect in analytical chemistry courses in medical colleges and universities. Methods: The teaching mode based on WeChat Official Accounts Platform is used to teach the experimental subjects. After the course, the teaching effect is evaluated by questionnaire survey. Results: The experimental subjects are satisfied with the learning effect of the new teaching mode and have a good learning experience. Conclusion: The teaching mode and teaching form based on WeChat Official Accounts Platform are novel, which can improve students' interest in learning, increase their initiative in learning and advance their self-learning ability, and help to upgrade the teaching effect of analytical chemistry in medical universities.

Objective: This paper constructs a joint teaching mode based on the Duifene PAD class and formative evaluation, which is applied in the teaching of Analytical Chemistry, and explores its teaching effect. Methods: We selected undergraduate students of Pharmacy in our university as teaching objects that were randomly divided into the control group and the experimental group. The experimental group was taught in the joint teaching mode based on Duifene PAD class and formative evaluation, while the control group was taught in the traditional teaching mode. At the end of the teaching, we adopted questionnaires for investigation on their learning effect in the new teaching mode, and compared the learning experience among two groups of students and their final scores of Analytical Chemistry. Results: The students in the experimental group were satisfied with the learning effect in the new teaching mode; compared with the control group, their learning experience was more ideal; their final scores of Analytical Chemistry were also higher than those of the students in the control group. Conclusion: The teaching mode based on Duifene PAD class and formative evaluation can fully mobilize students' learning initiatives, bring about a fairer and more objective evaluation, and improve the students' independent learning ability effectively, which is worthy of continuous improvement and promotion in teaching.

Objective: To explore the teaching effect of Duifene Teaching Platform on analytical chemistry courses in medical colleges and universities. Methods: Students majoring in Traditional Chinese Medicine were selected as study subjects, who were divided into Experimental Class and Control Class respectively. The Experimental Class adopted a teaching mode based on Duifene Platform, while the Control Class adopted a traditional teaching mode, and a questionnaire survey was carried on to research object. Results: Comparing the final grades of the two classes, the result of the Experimental Class was slightly higher than that of the Control Class, and students in the Experimental Class were satisfied with the new teaching mode. Conclusion: Duifene Teaching Platform enriches forms of classroom teaching and makes communications between teachers and students more convenient, which is helpful to the cultivation of students' self-learning ability and is worthy to be used as a reference in the teaching of medical colleges and universities.