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Lung adenocarcinoma (LAD), as one of the most common types of lung tumors, is lethal and malignant. Long noncoding RNAs (lncRNAs) play important roles in various cancers according to many previous studies. LINC00467 was proposed to be a tumor promoter. Despite the validated promotive effect of LINC00467 on neuroblastoma progression, its regulatory mechanism in LAD remains unclear. In this study, LINC00467 expressed higher in LAD tissues and cell lines, and increased LINC00467 indicated a poor prognosis. Knockdown of LINC00467 inhibited cell proliferation, the expressions of tumor stem cell‐related genes, and cell spheroid formation ability, while it promoted cell apoptosis. miR‐4779 and miR‐7978 were reported to play antitumor roles in several cancers before. LINC00467 could combine with miR‐4779 and miR‐7978, and negatively regulated miR‐4779 and miR‐7978. miR‐4779 and miR‐7978 inhibitor could partly rescue the LINC00467 knockdown‐induced influence on cell proliferation, apoptosis, and stemness. In a word, this study innovatively investigated the mechanism of LINC00467 in LAD and verified LINC00467 exerted its carcinogenesis function by sponging miR‐4779 and miR‐7978, which may become a catalyst for generating new therapeutic targets for LAD treatment.

The overexpression of soluble human leukocyte antigen-G is associated with malignant tumours. The purpose of our study was to detect soluble human leukocyte antigen-G concentrations in ascites and to evaluate the value of ascitic soluble human leukocyte antigen-G for the diagnosis of malignant ascites. Enzyme-linked immunosorbent assay was used to detect soluble human leukocyte antigen-G levels in 64 patients with malignant ascites and 30 patients with benign ascites. Receiver operating characteristic curves were used to evaluate the diagnostic efficacy of ascitic soluble human leukocyte antigen-G for the detection of malignant ascites. Ascitic soluble human leukocyte antigen-G levels were significantly higher in the malignant ascites group than in the benign ascites group (20.718 ± 3.215 versus 12.467 ± 3.678 µg/L, t = 7.425, p < 0.001). The area under the receiver operating characteristic curve for ascitic soluble human leukocyte antigen-G was 0.957 (95% confidence interval, 0.872-0.992). At a cut-off value of 19.60 µg/L, the sensitivity and specificity of ascitic soluble human leukocyte antigen-G were 87.5% (95% confidence interval, 71.0%-96.5%) and 100% (95% confidence interval, 88.4%-100%), respectively. With respect to area under the receiver operating characteristic curve, sensitivity and specificity, ascitic carcinoembryonic antigen (0.810, 68.75% and 83.33%, respectively) and carbohydrate antigen 19-9 (0.710, 65.63% and 70%, respectively) significantly differed (all p < 0.05). In malignant ascites that were cytology-negative and biopsy-positive, the rate of positivity for ascitic soluble human leukocyte antigen-G was 75%, which was higher than the corresponding rates for ascitic carcinoembryonic antigen (31.25%) and carbohydrate antigen 19-9 (6.25%; both p < 0.05). In conclusion, The detection of ascitic soluble human leukocyte antigen-G exhibited good performance for diagnosing malignant ascites, and particularly those that were cytology-negative and biopsy-positive.

With the advancement of science and technology as well as the rapid development of next generation information technologies, such as big data and artificial intelligence, smart classrooms have emerged as the times have demanded. Adopting innovative teaching modes in smart classrooms allows the realization of various teaching techniques that cannot be achieved in traditional classrooms. Especially for some courses in medical schools, due to changes in the medical environment and the improvement of patients’ awareness of medical rights and interests, the traditional teaching methods are becoming more restricted. For example, in clinical surgery, due to the increasing number of medical students in recent years and requirements for strict aseptic principle adherence in operating rooms, practical teaching has encountered great restrictions, thus preventing it from meeting the needs of students. In order to solve this problem, this research constructs a smart classroom teaching model for surgical practice teaching based on hardware equipment, such as smart classrooms, interconnected surgical mobile broadcast equipment, and intelligent medical simulators. Through this teaching model, the teaching effect and quality are further analyzed, laying a foundation for smart teaching in future medical courses.