Don nazarin aikace-aikacen haɗuwa da fasahar 3D da yanayin ilmantaccen yanayi a cikin horo na asibiti mai alaƙa da bakar fata.
Gabaɗaya, ɗalibai 106 na karatun shekara biyar a cikin na musamman na binciken, waɗanda a cikin 2021 za su sami horon aiki a asibitin da ke da alaƙa da Jami'ar Xuzhou Medi'a. Wadannan daliban ba su kakkafa ba cikin kwayoyin halitta da kuma sarrafa kungiyoyin sarrafawa, tare da ɗalibai 53 a kowane rukuni. Groupungiyar Gwajin gwaji tayi amfani da fasahar mai hoto ta 3D da yanayin koyon PBL, yayin da rukunin sarrafawa suka yi amfani da hanyar koyon gargajiya. Bayan horo, da tasirin horo a cikin ƙungiyoyin biyu an kwatanta ta amfani da gwaje-gwaje da tambayoyin.
Jimlar ci akan gwajin ka'idoji na daliban kungiyar gwajin ya fi na ɗaliban kungiyar ke sarrafawa. Daliban ƙungiyoyin biyu da kansu sun tantance maki, yayin da makira da ɗaliban ƙungiyar gwaji suka fi na ɗaliban ƙungiyar sarrafawa (PA <0.05). Sha'awa cikin koyo, yanayin aji, hulɗa aji, da gamsuwa da koyarwa sun fi gaban ɗalibai a cikin rukuni na gwaji (P <0.05).
Haɗin Fasahar Yanar Gizo da yanayin koyon ilimin PBL lokacin da yake koyar da tiyata na tiyata na iya inganta cancantar ɗalibai da sha'awar ɗalibai.
A cikin 'yan shekarun nan, saboda ci gaba da tara ilimi ilimi da fasaha na asibiti, tambayar wane irin ilimin likita za ta iya yin canji da kuma sauri girma kyakkyawan mazauna mutane sun zama batun damuwa. jawo hankali mai yawa [1]. Aikin asibiti aiki muhimmin mataki ne a cikin ci gaban tunani na asibiti da kuma amfani da daliban likitanci. Musamman, ayyukan tiyata suna sanya tsauraran buƙatun akan mahimman damar ɗalibai da ilimin jikin mutum.
A halin yanzu, salon tsarin koyarwa na gargajiya har yanzu sun mamaye makarantu da magunguna na asibiti [2]. Hanyar koyarwa ta gargajiya tana da malami: Malami yana tsaye a kan Podium kuma yana ba da ilimi ga ɗalibai ta hanyar hanyoyin koyarwa na gargajiya kamar su littattafan lissafi na gargajiya. Wani malamin ya koyar da shi. Dalibai galibi suna saurari laccoci, damar tattaunawa da tambayoyin suna da iyaka. A sakamakon haka, wannan tsari na iya juya cikin kwanciyar hankali a cikin wani bangare na malamai yayin da ɗalibai suka yarda da lamarin. Don haka, kan aiwatar da koyarwa, malamai yawanci suna gano cewa daliban ba su da yawa, babbar sha'awa ba ta da kyau, kuma tasirin ba shi da kyau. Bugu da kari, yana da wuya a bayyana hadaddun tsarin kashin baya ta amfani da hotuna 2d kamar ppt, littattafan oney ppt da hotuna, kuma ba shi da sauki ga ɗalibai su fahimta da kuma kwato wannan ilimin [3].
A shekarar 1969, sabon hanyar koyarwa, karantarwa ta karantuwa (PBL), an gwada shi a makarantar Jami'ar McMaster na likitocin McMMaster a Kanada. Ba kamar hanyoyin koyarwa na gargajiya ba, tsarin ilmantarwa na PBL yana cutar da xaliban a matsayin mahimman tambayoyin da suka dace da kuma neman amsoshi maimakon yarda da su. , 5]. Yayin aiwatar da nazarin da warware matsaloli, haɓaka ikon koyon koyo da tunani mai ma'ana [6]. Bugu da kari, godiya ga ci gaban na ilimin kimiyyar dijital, hanyoyin koyarwa na asibiti ma sun wadatar da su sosai. 3D Fasaha ta Fasaha (3DV) yana ɗaukar bayanai daga hotunan likita, kuma a cikin samfurin software na 3D, sannan kuma yana tafiyar da bayanai don ƙirƙirar samfurin 3D. Wannan hanyar ta mamaye iyakokin ko koyarwar koyarwar gargajiya a hanyoyi da yawa kuma yana taimaka wa ɗalibai da sauri nazarin tsarin halittar muhalli [7, 8], musamman a cikin ilimin orthopedic. Sabili da haka, wannan labarin ya haɗu da waɗannan hanyoyin guda biyu don nazarin tasirin haɗuwa da PBL tare da fasaha na 3DV da yanayin koyon gargajiya a aikace-aikacen koyo. Sakamakon shine masu zuwa.
Abinda binciken ya kasance daliban 106 waɗanda suka shiga spart tekun asibitinmu a cikin 2021, wanda ya rabu kan teburin lambar lamba, ɗalibai 53 a cikin kowane rukuni. Kungiyar ta gwaji ta hada da maza 25 da mata 28 zuwa 23 da haihuwa, yana nufin shekaru 22.6 ± shekaru 25.8 shekaru. Groupungiyar sarrafawa ta haɗa da maza 26 zuwa mata 27 da suka shekara 21-24, matsakaita shekaru 22.6 ± shekara 4.9, dukkan ɗalibai suna da gidaje. Babu wani banbanci mai mahimmanci a cikin shekaru da jinsi tsakanin rukunoni biyu (P> 0.05).
Sharuɗɗan hada-hadar da juna ne: (1) Shekarar shekaru na hudu na ɗaliban Bachild na Cach na Cach. (2) ɗalibai waɗanda zasu iya bayyana ainihin yadda suke ji; (3) Dalibai ɗalibai waɗanda za su fahimta da kuma son kai suna shiga cikin tsarin wannan binciken kuma suna sanya hannu kan takardar shaidar. Ka'idojin bandewa sune kamar haka: (1) daliban da basu cika wani ɗayan ƙa'idodin hada hada-hadar kuɗi ba; (2) Daliban da ba sa son shiga cikin wannan horo don dalilai na sirri; (3) Dalibai tare da kwarewar koyarwa ta PBL.
Shigo da kayan maye a cikin software na samfuri kuma shigar da abin da aka gina cikin software na musamman don nunawa. Alamar ta ƙunshi ƙwayar ƙashi na ƙashi, fayafar haɗin yanar gizo da jijiyoyi marasa kwai (Fig. 1). Launuka daban-daban suna wakilta ne ta hanyar launuka daban-daban, kuma ana iya fadada samfurin kuma za'a iya juyawa kamar yadda ake so. Babban fa'idar wannan dabarar ita ce cewa za a iya sanya shi a kan samfurin da kuma fassarar sassa daban-daban ana iya daidaita su don guje wa octionsu.
Ra'ayin baya da B gefen. A cikin L1, L3 da ƙashin ƙashin ƙirar sun zama bayyananne. D Bayan haɗiye hoton Ct Cross tare da ƙirar, zaku iya matsar da shi sama da ƙasa don saita jirage na CT daban. e hade samfurin hotunan Sagittal CT hotuna da amfani da umarnin ɓoye don aiki L1 da L3
Babban abun ciki na horo kamar haka: 1) ganewar asali da kuma lura da cututtukan gama gari a cikin tiyata; 2) Ilimin ilmin kashin baya, tunani da fahimtar abin da ya faru da ci gaban cututtuka; 3) bidiyo na aiki yana koyarwa ilimi ilimi. Matsayi na tiyata na al'ada, 4) Amincewa da cututtukan cututtukan fata a cikin tiyata na gargajiya, ciki har da ka'idar karar kashin baya, da kuma rarrabuwa na herniated lumbar kashin baya.
Groupungiyar gwaji: Hanyar koyarwa ta haɗe tare da PBL da Fasahar Hoto na 3D. Wannan hanyar ta hada da wadannan fannoni. 1) Shirye-shiryen halayen da aka saba a cikin tiyata: Cases, 3D models and surgical videos are sent to students a week before class and they are encouraged to use the 3D model to test anatomical knowledge. 2) Pre-shiri: Minti 10 kafin aji, gabatar da ɗalibai zuwa takamaiman tsarin ilmantarwa na PBL, suna ƙarfafa ɗalibai don shiga, yin cikakken lokaci, kuma cikakken aikin aiki cikin hikima. An gudanar da grouping bayan samun yardar dukkan mahalarta. Takeauki ɗalibai 8 zuwa 10 a cikin rukuni, hutu cikin kungiyoyin bincike, suna yin la'akari da juna, a ƙarshe taƙaita mahimman abubuwan, tsari na tsari, da yin rikodin tattaunawar. Zaɓi ɗalibi tare da ƙwarewar ƙungiyoyi masu ƙarfi da kuma jagorar ƙungiyar don tsara tattaunawar ƙungiya da gabatarwa. 3) Jagorar malama: Malamai suna amfani da kayan aikin siminti a haɗe tare da halaye na yau da kullun, juyawa, sake fasalin CT da kuma daidaita fassarar nama; Don samun hankali mai zurfi da kuma haddace tsarin cutar, kuma taimaka musu suyi tunanin yadda suka shafi farko a cikin farko, ci gaba da kuma tafarkin cutar. 4) musayar ra'ayi da tattaunawa. A cikin martani ga tambayoyin da aka jera a gaban aji, suna ba da jawabi don tattaunawar aji kuma suna gayyatar kowane rukuni don ba da rahoto kan sakamakon tattaunawar rukuni bayan tattaunawa. A wannan lokacin, ƙungiyar za ta iya yin tambayoyi da taimakon juna, yayin da malami yake buƙatar jeri a hankali kuma fahimtar yanayin tunani a hankali kuma matsalolin da suka shafi su. 5) Takaitawa: Bayan tattaunawa game da daliban, malamin zai yi bayani game da ayyukan ɗalibai, ku amsa dalla-dalla game da koyo a kan hanyar koyarwa ta PBL.
Groupungiyar sarrafawa tana amfani da yanayin koyon gargajiya, koyar da ɗaliban don samfoti kayan kafin aji. Don gudanar da laccoci na ka'idoji, malamai Multimea, kayan bidiyo, samfurori da sauran cutar kanarwa daidai da kayan koyarwa. A matsayin ƙarin zuwa tsarin karatun, wannan tsari yana mayar da hankali kan matsalolin da suka dace da maki alamun rubutu. Bayan jawabi, malamin ya taƙaita kayan ya ƙarfafa ɗalibai su haddace da fahimtar ilimin da ya dace.
A daidai da abin da ke cikin horon, an dauki jarrabawar rufe. An zaɓi tambayoyin maƙasudin tambayoyin daga tambayoyin da likitoci suka tambaye su a cikin shekaru. Ma'aikatar Orthopp ta tsara ta hanyar Ma'aikatar OrthopopEDics kuma a karshe mambobin membobin baiwa ne wadanda ba sa daukar jarrabawar. Shiga cikin koyo. Cikakken alamar gwajin shine maki 100, kuma abin da ya ƙunshi ya hada da wadannan tambayoyi guda biyu: 1) Tambayoyi na gwaji (mafi yawan tambayoyin gwaji), wanda yafi biyan kuɗi ; 2) Tambayoyi na biyu (tambayoyi don bincike), galibi mai mayar da hankali ne akan fahimtarwar tsari da kuma nazarin cututtuka da ɗalibai, waɗanda kashi 50% na ci.
A karshen hanya, an gabatar da tambayata da kunshi sassa biyu da tara an gabatar. Babban abun ciki na waɗannan tambayoyin yayi daidai da abubuwan da aka gabatar a teburin, kuma ɗalibai su amsa tambayoyin akan waɗannan abubuwan tare da cikakken alamar maki 10 da kuma mafi karancin Markus na maki 1. Babban maki yana nuna gamsuwa da ɗalibi. Tambayoyi a cikin Tebur 2 suna game da haɗin PBL da ƙananan ƙananan ilimin PBL da na 3DV na iya taimakawa ɗalibai fahimtar ilimin kwararru. Tebur 3 Abubuwa suna nuna gamsuwa da ɗalibi tare da hanyoyin koyo.
An bincika duk bayanan amfani da Software 25; Sakamakon gwajin ya bayyana a matsayin ma'anar ± daidaitaccen daidaitacce (x ± s). An bincika bayanan adadi ta hanyar Dance Data Anova, gwajin cancantar bayanai game da gwajin Bonferroni, kuma ana amfani da gyaran Bonferroni don kwatancen da yawa. Mahimmancin bambanci (p <0.05).
Sakamakon bincike na ƙididdiga na rukunoni sun nuna cewa maki biyu na tambayoyi (da yawa tambayoyi) na ɗaliban gwaji suna da mahimmanci fiye da waɗanda ɗaliban gwajin suna da mahimmanci fiye da waɗanda ke na ɗaliban gwaji (PA <0.05), da kuma sakamakon Daga cikin ɗaliban ƙungiyar sarrafawa sun kasance mafi girma mafi mahimmanci, fiye da ɗaliban ƙungiyar gwaji (P <0.05). Dukan dalibi tambayoyin maganganu (tambayoyi na bincike) na ɗaliban ƙungiyar gwaji sun fi na ɗaliban ƙungiyar sarrafawa (P <0.01), duba tebur. 1.
An rarraba tambayoyin da ba a san shi ba bayan dukkan azuzuwan. A cikin duka, an rarraba tambayoyin 106, an dawo dasu 106 daga cikinsu, yayin da farashin dawo da 100.0%. Dukkanin nau'ikan an kammala su. Kwanta sakamakon binciken tambayoyin game da matakin mallakar kwararru tsakanin kungiyoyin gwaji biyu sun bayyana cewa daliban ilimi, rarrabuwar kawuna, da sauransu a kan . Bambanci yana da mahimmanci ƙididdigar (p <0.05) kamar yadda aka nuna a Tebur na 2.
Kwatanta martani ga tambayoyin da suka shafi koyar da gamsuwa tsakanin kungiyoyin gwaji: ɗalibai a cikin ƙungiyar masu sarrafawa dangane da koyo, yanayin aji, tare da gamsuwa da koyarwa. Bambanci shine ƙididdigar ƙididdiga (shafi <0.05). Ana nuna cikakkun bayanai a cikin tebur 3.
Tare da ci gaba da tara da ci gaban kimiyya da fasaha, musamman kamar yadda muke shiga karni na 21, aikin asibiti a cikin asibitoci yana ƙara zama da ƙarin hadaddun. Don tabbatar da cewa ɗaliban likitocin suna iya daidaitawa da sauri zuwa aikin asibiti da haɓaka ƙwarewar ilimin likita don amfanin ƙwarewar ci gaban matsalolin asibiti. Tsarin gargajiya na ilimin likita a cikin kasata yana da fa'idodin babban bayani a cikin aji, low tsarin ilimin muhalli wanda zai iya haduwa da bukatun koyar da darussan darussan [9]. Koyaya, wannan nau'in ilimi zai iya haifar da rata tsakanin ka'idodi da kuma aiwatar da himma a cikin koyo, saboda haka, ba zai iya biyan bukatun babban lafiya ba ilimi. A cikin 'yan shekarun nan, matakin spine tiyata a ƙasata ya karu da sauri, kuma koyarwar kashin tiyata ya fuskanci sabbin kalubale. A yayin horar da ɗaliban likitocin, mafi wuya ɓangare na tiyata shine orthopedics, musamman tiyata. Abubuwan ilimi suna da mahimmanci da damuwa ba kawai nakasassu ba da cututtukan ƙira, amma kuma raunuka da ciwan ƙasa. Wadannan manufan ba kawai ba kawai ba ne kawai da hadaddun kai ba, har ma suna da alaƙa da ilmin jikin mutum, da sauran bita, suna da alaƙa da wahalar fahimta da tunawa. A lokaci guda, da yawa yankuna na spalit tiyata suna bunkasa cikin sauri, kuma ilimin da ke cikin data kasance cikin littattafan rubutu ne wanda yake da wahala ga malamai su koyar. Don haka, canza hanyar koyarwa ta gargajiya da hada kan binciken kasa kasa da kullun na iya sa koyarwar ilimin ilimin kimiyya da ya dace, da kuma ƙarfafa ɗalibai suyi tunani a hankali. Wadannan kasawa a tsarin ilmantarwa na yanzu suna buƙatar magance gaggawa don gano iyakokin da iyakancewar ilimin likita na zamani da kuma shawo kan ilimin magani na zamani [10].
Tsarin koyon ilimin PBL shine hanyar koyo mai koyo. Ta hanyar zama mai hankali, koyo mai zaman kanta da tattaunawa mai zurfi, ɗalibai za su iya kwance babbar ƙarfinsu da motsawa daga yarda da ilimi don yin amfani da su. Idan aka kwatanta da yanayin ilmantarwa na laccountatawa, ɗalibai suna halartar yanayin koyon PBL suna da isasshen lokacin don amfani da amsoshin tambayoyi, kuyi tunani da kansu, kuma tattauna batutuwa masu alaƙa da su. Wannan hanyar tana haɓaka ikon ɗalibai don yin tunani da kansu, nazarin matsaloli da warware matsaloli [11]. Yayin aiwatar da tattaunawar kyauta, ɗalibai daban-daban na iya samun ra'ayoyi daban-daban game da batun guda, wanda ke ba ɗalibai dandamali don faɗaɗa tunaninsu. Inganta ingantacciyar tunani da kuma ikon ma'ana ta hanyar ci gaba da tunani, kuma ruhun kungiya na baki da sadarwa tsakanin abokan karatun [12]. Mafi mahimmanci, koyar da PBL ya ba da damar ɗalibai su fahimci yadda za a bincika ilimin da ya dace, mai koyar da hanyoyin koyarwa da haɓaka su da cikakken ikon su [13]. A yayin aiwatar da karatunmu, mun gano cewa ɗaliban sun fi sha'awar koyon yadda ake amfani da software na kwararru na 3D da ke cikin fahimtar wasan kwaikwayo na kwararru na 3D, a cikin Groupungiyoyin gwaji sun ci gaba da himma don samun ci gaba cikin halaye tsari. Fiye da kungiyar sarrafawa. Yakamata su karfafa daliban suyi magana da karfi, haɓaka wayar da kan magana ta dalibi, kuma ta da sha'awar shiga cikin tattaunawa. Sakamakon gwajin ya nuna cewa, bisa ga ilimin ƙwaƙwalwar ajiya, wasan kwaikwayon ɗaliban gwaji ya ƙasa da batun shari'ar asibiti, yana buƙatar mahimman aikace-aikacen ilimin da ya dace, da Aiwatar da ɗalibai a cikin ƙungiyar gwaji ya fi a cikin ƙungiyar sarrafawa, wanda ke ƙarfafa dangantaka tsakanin rukunin 3DV da sarrafawa. Fa'idodi na hada maganin gargajiya. Hanyar koyarwa ta PBL da nufin haɓaka yawan ɗaliban ɗalibai.
Koyarwar Anatomy ita ce tsakiyar koyarwar asibiti na spartal. Saboda hadadden tsarin kashin baya da kuma gaskiyar cewa aikin ya ƙunshi mahimman kyallen takarda kamar ƙashin ɓoye, ƙyallen fata, da jijiyoyi masu jini, ɗalibai suna buƙatar samun hangen nesa don koyo. A baya can, ɗalibai sunyi amfani da hotuna masu fuska biyu kamar misalin rubutu don bayyana ilimin da ya dace, amma duk da ma'anar wannan abu, ɗalibai basu da wahala cikin fahimta. A cikin fuskar fasali da fasali na kashin baya, kamar dangantakar da ke tsakanin jijiyoyi masu mahimmanci, don wasu mahimman abubuwa, kamar mahimman abubuwa da rarrabuwa da rarrabuwa da rarrabuwa na cututtukan cututtukan fata. Dalibai da yawa sun ba da rahoton cewa abin da ke cikin tiyata ya zama mai ƙima, kuma ba za su iya fahimtar shi ba da jimawa ba bayan aji, wanda ke kaiwa ga matsaloli a cikin aiki na ainihi.
Amfani da fasaha na kayan gani na 3D, marubucin ya gabatar da ɗalibai tare da hotunan 3d, sassa daban waɗanda ake wakilta ta hanyar launuka daban-daban. Godiya ga ayyukan kamar juyawa, scaring da kuma nuna gaskiya, za a iya ganin hotunan CT da hotunan CT a cikin yadudduka. Ba wai kawai za'a iya lura da kayan aikin halittar jikin hauren ba, amma kuma ka da sha'awar ɗalibai don samun hoton CT hoton kashin baya. da kuma kara karfafa ilimi a fannin hangen nesa. Ba kamar samfuran da kayan aikin koyarwa da aka yi amfani da su ba, aikin sarrafa mai koyarwa na iya magance matsalar daidaitawa da ɗalibai da ke da tsari, musamman ga masu farawa. Dalibai na iya yin aiki da yardar kaina muddin sun kawo nasu kwamfyutocin, kuma akwai da wuya kowane kudade masu alaƙa. Wannan hanyar wani abu ne mai kyau don koyar da gargajiya ta amfani da hotunan 2d [14]. A cikin wannan binciken, kungiyar ke sarrafawa tayi kyau sosai kan tambayoyi masu koyo, wanda ke nuna cewa tsarin koyar da lamarin ba zai iya hana darajar koyarwa a cikin koyarwar asibiti na asibiti ba. Wannan binciken ya ba mu damar yin la'akari da ko a hada yanayin koyon ilimin PBL tare da yanayin gwaje-gwaje na PBL, don haɓaka tasirin ilimi na 3D, don ƙara tasirin ilimi. Koyaya, ba a bayyane yake ba ko yadda za a iya haɗe waɗannan hanyoyin biyu kuma ko ɗalibai za su yarda da irin wannan bincike, wanda zai iya zama jagora don bincike mai zuwa. Wannan nazarin kuma yana fuskantar wasu rashin nasara wanda zai yiwu da zai nuna nuna bambanci yayin da ɗalibai suka kammala bayan da za su fahimci cewa za su shiga sabon ƙirar ilimi. An aiwatar da wannan gwajin koyarwa ne kawai a cikin mahallin kashin baya tiyata da kuma ci gaba da gwadawa idan ana iya amfani da shi ga koyarwar dukkan mukaman.
Mun hada da fasahar mai daukar hoto 3D tare da yanayin horarwar PBL, shawo kan iyakokin yanayin gargajiya da kayan aikin koyarwa, da kuma nazarin aikace-aikacen da ake amfani da wannan hade a cikin tiyata a asibiti. Yin hukunci da sakamakon gwajin, sakamakon gwajin gwajin na daliban kungiyar sun fi na ɗaliban kungiyar ke sarrafawa (PO <0.05), da kuma ilimin kwararru da gamsuwa da ɗaliban gwajin suma suna da kyau fiye da na ɗaliban ƙungiyar gwaji. Kungiyar sarrafawa (P <0.05). Sakamakon binciken tambayoyin ya fi na ƙungiyar sarrafawa (P <0.05). Thus, our experiments confirm that the combination of PBL and 3DV technologies is useful in enabling students to exercise clinical thinking, acquire professional knowledge, and increase their interest in learning.
Haɗin PBL da fasahar 3DV za su iya inganta ingantaccen aikin likitancin likitanci a fagen tiyata da sha'awar ɗalibai, kuma taimaka wajen haɓaka tunanin ɗalibai. Fasahar hoto ta 3D tana da fa'idodi masu mahimmanci cikin koyarwar ilmin jikin mutum, da sakamako na koyarwa gaba ɗaya ya fi yanayin koyar da gargajiya na gargajiya.
Anyi amfani da bayanan da aka yi amfani da su a cikin binciken na yanzu daga mahimman marubutan a kan buƙatun da suka dace. Ba mu da izinin ɗorewa don saukar da bayanan da aka ɗora zuwa wurin ajiya. Lura cewa duk bayanan binciken da aka ambata don dalilai na sirri.
A dafa shi da, na da hanyoyin tantance ingancin binciken ilimin likita: Kayan aikin ingancin Ilimin Lafiya da Newcastle-Ottwa-Ottwa. Academy na ilimin kimiyyar kiwon lafiya. 2015; 90 (8): 1067-76. https://dii.org/10.1097/acm.0000000000000786.
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Ma'aikatar Tatar da Tariwarin Siyar da Sinke, Xuzhou likita reshen Jami'a, Xuzhou, Jii Kangsu, 221006, China
Dukkanin marubutan sun ba da gudummawa ga ra'ayi da tsara tsarin binciken. Abubuwan Kayan Aiki, tattara bayanai da bincike da sunan Kabi, Chu Fucho da Feng Yuan. Daftarin farko na rubutun da Chunjiu ya rubuta, kuma dukkan marubutan sun yi sharhi a kan sigar da ta gabata na rubutun. Marubutan sun karanta kuma sun amince da rubutun karshe.
Kwamitin Jami'ar Xuzhou ya amince da wannan binciken na jami'ar Amurka (XYFY2017-Js029-01). Duk mahalarta sun ba da izinin sanarwa kafin karatun, duk batutuwa sun kasance manya-manyan manya, kuma binciken bai haifar da shelar Helsinki ba. Tabbatar cewa dukkan hanyoyin ana yin su ne daidai da jagororin da suka dace da ka'idodi.
Yanayin springger ya kasance mai tsaka tsaki akan ikirarin hukunci a cikin Taswirar da aka buga da kuma haɗin gwiwa.
Bude damar. Ana rarraba wannan labarin a ƙarƙashin Creative Creative Mahimmancin Al'adun Kasa da Kasa da Kasa da Kasa, Wanda aka Iya Sanarwa da Ka'idodin Asali da Maƙasudin Kulawa Idan an yi canje-canje. Hotunan ko sauran kayan ɓangare na uku a cikin wannan labarin an haɗa su ƙarƙashin lasisin Cordomons don wannan labarin, sai dai in ba haka ba ya lura a cikin halayyar kayan. Idan ba a haɗa kayan cikin lasisin Creative Creation ba kuma ana ba da izini ta doka ko kuma ƙa'idar da aka yarda ba, kuna buƙatar samun izini kai tsaye daga mai haƙƙin mallaka. Don duba kwafin wannan lasisin, ziyarci http://creatiativalomons.org/40SearsS/By/4.0/. Areative Commons (http://creatipicomons.org/perocherdomain/zero/1.0/) Discerimer Jumla da Jarida
Rana da Ming, Chu Fang, Gao Cheng, et al. Hoto 3D hade tare da ƙirar koyo mai koyo a cikin koyar da tiyata ta BMC Mececal Ilimi 22, 840 (2042). https://diiorg/10.1186/s12909-02-03931-5
Ta amfani da wannan rukunin yanar gizon, kun yarda da dokarmu ta amfani, haƙƙinmu na Amurka na jihar Amurka, Bayanin Sirrin Kuki. Zabin sirrinka / Sarrafa kukis ɗin da muke amfani dashi a cikin saiti.
Lokaci: Satumba-04-2023