Chronic wound infection is one of the critical complications of diabetes and is difficult to cure. Although great efforts have been made, the development of special dressings that serve as therapeutic strategies to effectively promote wound healing in diabetic individuals remains a major challenge. In this study, a shape‐programmable hierarchical fibrous membrane composite system is developed for synergistic modulation of the inflammatory microenvironment to treat chronically infected wounds. The system comprises a functional layer and a shape‐programmable backing layer. A temperature‐responsive shape‐memory mechanism achieves biaxial mechanically active contractions of diabetic wounds in a programmable manner. To summarize, the membrane system combines antimicrobial activity, controlled drug release according to the need of wound healing, mechanical modulation with shape‐programmable, robust adhesion, and on‐demand debonding to biological tissue to rationally guide chronic wound management. A synergistic combination of antibacterial fiber network and released drugs shows broad‐spectrum antibacterial activity. In vitro and in vivo evaluations indicate the dressing efficiency in promoting and supporting wound healing. The insights from this study demonstrate the effectiveness of a hierarchical composite membrane system with shape‐programmability as a potential treatment in the care of diabetic wounds.
Background: During the past decades, the rapid development of modern teaching tools and methods has been observed, and the new teaching module constructed through digitization or networking has been widely used in the field of medical education. This study aimed to investigate the effectiveness and acceptability of the online learning combined with case-based discussion (CBD) approach in oral medicine education.Methods: Sixty senior students majoring in stomatology were randomly divided into two groups. One group (new module-based teaching group [NG], n = 30) watched an online teaching video and discussed clinical cases in groups. The control group (traditional lecture-based group [TG], n = 30) was assigned to the traditional lecture-based teaching. Subsequently, a theory assessment was conducted on the topics taught, and the scores of both groups were compared. Feedback about this teaching model was obtained from the NG.
Results:The results showed that students in the NG had significantly better performance in terms of mastering professional knowledge than did students in the TG. Moreover, most students in the NG had a high degree of satisfaction with this new teaching method, as they agreed that it can mobilize their learning enthusiasm and promote their engagement, interaction, and cooperation in the learning of oral medicine.
Conclusions:Our findings indicate the effectiveness and high satisfaction of CBD combined with online learning in the teaching of oral medicine. This study is expected to provide new ideas for improving the dental teaching quality.
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