Objective. To investigate the clinical value of high-frequency ultrasound in psoriatic arthritis (PSA). The study subjects were 32 outpatients and inpatients with PSA who were pathologically diagnosed from January 2018 to September 2020, including 11 males and 21 females, aged 25–70 years old, with an average of (49.8 ± 14.0) years old. All patients underwent ultrasound and physical examination, including the small joints of the hands and feet on both sides, nails, and the main attachment points of the lower limbs (quadriceps tendon, patellar ligament, Achilles tendon, and plantar fascia attachment). The involvement of these joints, attachment points, and nails was observed and counted, respectively, and statistically analyzed. Results. Physical examination revealed 406 (406/1792, 22.66%) joint lesions, 79 (79/320, 24.69%) attachment inflammation, and 84 (84/320, 26.25%) nail lesions. Ultrasonography revealed 492 (492/1792, 27.46%) joint lesions, 166 (166/320, 51.88%) attachment inflammation, and 203 (203/320, 63.44%) nail lesions. The positive rate of ultrasound examination was higher than that of physical examination ( P < 0.001 ). Conclusion. Ultrasonography can detect joint, attachment, and nail lesions earlier than physical examination in patients with PSA. Ultrasonography is of great value in the diagnosis of PSA.
Gender differences are widespread in STEM education. There are some gender inequalities in the family, school and society. And women are also at a disadvantage in STEM educational expectations, educational opportunities, and future employment environment. Initially, parents' different educational expectations of their children have affected their children's choice of STEM courses. What's more, the distribution of STEM educational resources and the lack of gender awareness of STEM education cause women to lose self-confidence and interest in STEM. Additionally, gender differences as an educational result are also evident in STEM-related jobs. There is some phenomenon such as unequal distribution of educational resources and salaries. Women should be treated fairly in STEM, and the school and government need to establish relevant policies to protect the status and treatment of women in STEM education, reduce social stereotypes and gender discrimination against women as much as possible, so as to cultivate woman's awareness and confidence in STEM education and encourage women to develop in the direction of STEM.
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