Application of Clinical Practice and Scientific Research in Undergraduate Teaching of Myasthenia Gravis

Abstract

Objective: Under theoretical guidance, undergraduates learned the diagnosis, differential diagnosis and treatment of Myasthenia Gravis (MG)through clinical practice and scientific exploration. Methods: Theoretical basis was Chinese guidelines for the diagnosis and treatment of myasthenia gravis (2020 edition). Under the guidance of teachers, undergraduates cooperated with each other and learned step by step. Phase 1 was clinical trainee, determine the location and nature of the lesion through neurological examination and medical history. Phase 2 was classroom learning, simulate nerve conduction and repetitive nerve stimulation (RNS) to explore the differential diagnosis of diseases with similar clinical features. Phase 3 was classroom learning, watch the video of the neostigmine trial, explore the diagnosis and treatment of MG on the theoretical basis. Results: Phase 1, according to the localization signs and disease changes, the location and nature of the lesions were preliminarily determined. Phase 2, peripheral nerve disease, neuromuscular junction disease, and myopathy were differentiated by nerve conduction and RNS. Phase 3, according to the pathogenesis of MG, organize and understand the diagnostic criteria and target therapy provided in the guideline to guide the diagnosis and long-term treatment of MG. Conclusion: In undergraduate teaching, teachers provided appropriate teaching environment, theoretical support and teaching methods. Teachers guided undergraduates to participate in clinical practice and scientific exploration. During the learning process of MG, undergraduates train clinical thinking and establish scientific research awareness.