Background Hematological medicine is a practical discipline that is difficult to study. Problem-based learning (PBL) is an innovative student-centered teaching method wherein students define their own learning objectives from clinically based problems. Considering that WeChat is the most popular communication app in China, we selected it as a new platform for online PBL to reduce the limitations of traditional PBL in hematology teaching. Objective This study aims to explore a new pedagogical method called WeChat-PBL, which is based on real micro clinical cases for postgraduates majoring in hematology and to demonstrate its feasibility and acceptability. Methods A total of 48 hematological postgraduates and 7 tutors participated in this study. We divided the participants into 7 groups where students can learn theoretical knowledge. After each course, the members of each group were required to complete in-class quizzes. Moreover, the students and tutors were required to fill out periodic (after each class) and overall (after each semester) evaluations. Results A total of 8 micro clinical cases were presented in WeChat-PBL. The average quiz score for acute myelogenous leukemia, chronic myeloid leukemia, multiple myeloma, acute promyelocytic leukemia, and lymphoma were 89.0%, 86.0%, 83.4%, 88.8%, and 77.5%, respectively. Periodic evaluations showed that both students and tutors were satisfied with the process of WeChat-PBL. The overall evaluation results showed that WeChat-PBL was able to positively impact the learning experiences of hematological postgraduates. Conclusions Our results indicate the feasibility and acceptability of the WeChat-PBL teaching method for postgraduates majoring in hematology.

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Purpose The incidence and mortality of secondary malignant tumors (MT) in people living with HIV(PLWH) are increasing. The purpose of this study is to analyze the characteristics of Complete Blood Count (CBC), bone marrow and immunity in PLWH with secondary MT, so as to provide data reference for diagnosis and risk factor assessment strategies of such patients.Methods We collected 297 patients who were diagnosed with PLWH and required bone marrow examination, including 101 cases of PLWH with secondary MT and 196 cases of PLWH without MT. The CBC, bone marrow and immune index of the two groups of patients were retrospectively analyzed.Results In terms of WBC, RBC, HGB, PLT, NEUT, the granulocyte ratio in bone marrow and CD4 cell counts, both were lower than those of pure PLWH. The independent risk factors of PLWH with secondary MT were HGB < 90g/L (RR = 1.581, 95%CI: 1.030–2.427, P = 0.036), the morphology of RBC in BM showed senescent nuclei and immature cytoplasm (RR = 1.489, 95%CI: 1.006–2.203, P = 0.046) and CD4 cell count < 100 cells/ul (RR = 2.307, 95%CI: 1.406–3.787, P = 0.001). HGB < 60g/L and RBC ratio of bone marrow < 0.2 were the independent risk factors associated with prognosis. The best hematologic predictor of PLWH with secondary MT was HGB (AUC = 0.707, 95%CI: 0.642–0.772, P < 0.001).Conclusion Severe anemia, the abnormal morphology of RBC in bone marrow, severe immune deficiency increase the risk of secondary MT in PLWH. Severe anemia and decreased RBC ratio in bone marrow are independent factors affecting the prognosis of PLWH with secondary MT.

UNSTRUCTURED Hematological medicine is a practical discipline that difficult to study. The cultivation for postgraduate majored in hematology is rather hard. Problem-based learning (PBL) is a student-centered innovating teaching method that students define their own learning objectives from clinically based problem. It has been widely accepted in student-centered medical education. Owing to the geographic and time dispersion of the students, traditional PBL has its own limitations. WeChat, the most popular platform among university students in China, was introduced in hematology teaching. In this study, we combine traditional PBL and WeChat together to explore a new WeChat Problem-Based learning mode for postgraduate majored in hematology. 100 questionnaires were distributed to evaluate how the students and tutors think about the WeChat-PBL teaching mode. The data showed that the WeChat-PBL teaching mode was popular and widely accepted. Our new PBL mode is time saving, convenience and easy to conduct. It emphasizes interoperable, interactive, effective and more participatory. We firmly believe that using this new WeChat-PBL teaching model will certainly help students be more excellent.