Objective To summarize advances in research on papillary thyroid carcinoma of the isthmus (PTCI) and provide a basis for further optimizing its diagnostic and therapeutic strategies. MethodsRelevant literatures on PTCI published in recent years were searched and reviewed, focusing on its clinicopathological characteristics, molecular biological features, patterns of lymph node metastasis, high-risk factors, and treatment strategies. ResultsPTCI has distinct anatomical and clinicopathological characteristics. Some studies reported that it has higher risks of capsular invasion, extrathyroidal extension, and central lymph node metastasis. However, whether PTCI is more aggressive than lobar papillary thyroid carcinoma remains controversial. Tumor size, capsular invasion, extrathyroidal extension, and multifocality may be associated with lymph node metastasis. Different surgical approaches may be appropriate for selected patients, and the extent of surgery should be individualized according to tumor characteristics and the risk of lymph node metastasis. ConclusionsPTCI differs from lobar papillary thyroid carcinoma in clinicopathological characteristics and surgical strategies. Treatment decisions should be individualized based on tumor burden, local invasion, and the risk of lymph node metastasis, rather than extending the surgical extent solely because of the isthmic location of the tumor.
Objective To explore the application effect of virtual reality (VR) technology in low vision teaching for optometry students. Methods Undergraduate students majoring in optometry at West China School of Medicine of Sichuan University were selected as the research subjects. The students enrolled in 2020 adopted the traditional lecture-based learning (LBL) teaching mode (LBL teaching group), while the students enrolled in 2021 adopted the VR teaching mode (VR teaching group). Both groups of students studied the content of the same chapter on low vision, completed in-class tests after learning, and completed a questionnaire survey. Results There were 28 students in the VR teaching group and 30 students in the LBL teaching group. There was no statistically significant difference in age or gender composition between the two groups of students (P>0.05). The in-class test scores of students in the VR teaching group were higher than those in the LBL teaching group (86.43±6.10 vs. 78.10±7.69, P<0.05). Except for “subjective discomfort with this teaching mode”, the differences in other evaluation results between the two groups were statistically significant (P<0.05). VR teaching group students generally believed that applying VR technology to low vision teaching helped understand the visual experience and daily life status of low vision patients, improved learning efficiency and hands-on ability, reduced learning burden, and hoped to use this teaching mode routinely in other subject teaching. All students in the VR teaching group believed that this teaching mode was interesting, highly innovative, and enhanced teacher-student interaction.Conclusions Applying VR technology to low vision teaching can enable students to personally experience the impact of various diseases on patients’ visual function and daily life. This teaching method not only optimizes and improves teaching effectiveness, but also has a high acceptance rate among students, which is worth further promoting in future optometry teaching.
