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Objective To investigate the effect of LINC00839 targeting regulation of miR-124-3p expression on the biological behavior of bladder cancer cells. Methods Quantitative real-time PCR (qPCR) was used to detect the expression of LINC00839 in bladder cancer and adjacent normal tissue, and bladder cancer cell lines T24, 5637 and EJ. Three small interfering RNA-LINC00839 (si-LINC00839-1, si-LINC00839-2 and si-LINC00839-3) sequences were constructed to transfect bladder cancer cells. After silencing the expression of LINC00839, CCK-8 was used to detect the effect of LINC00839 on cell proliferation. Transwell was used to detect the effect of LINC00839 on cell invasion. The effect of LINC00839 on cell apoptosis was detected by flow cytometry. The interaction between LINC00839 and miR-124-3p was detected by double luciferase assay. Immunoblotting was used to detect the effect of LINC00839 inhibition on endothelial receptor B (EDNRB) protein expression. Results qPCR results showed that the expression of LINC00839 increased significantly in bladder cancer tissue than that in adjacent normal tissue (P＜0.05). LINC00839 had the highest expression in bladder cancer 5637 cells. Among three siRNA sequences, si-LINC00839-2 had the highest inhibition efficiency and was used as the experimental group. Compared with the si-NC group, cell proliferation rate, invasion number and apoptosis rate were decreased in the si-LINC00839-2 group (P＜0.05). Dual luciferase assay results showed that there were complementary binding sites between LINC00839 and miR-124-3p. Compared with the si-NC group, si-LINC00839-2 group showed the up-regulated expression of miR-124-3p and inhibited expression of EDNRB protein (P＜0.05). Conclusion LINC00839 can target miR-124-3p to regulate the biological behaviors of migration, invasion and apoptosis on bladder cancer cells. [ABSTRACT FROM AUTHOR]

目的 探讨以执业能力培养为导向的多元化教学模式在《健康评估》课程教学中的应用效果。 方法 选取广西卫生职业技术学院2021级和2022级高职助产专业2022年2月至2023年6月共160例学生 作为研究对象,其中将2022级高职助产专业学生81人作为多元化教学组,将2021级高职助产专业学生79人 作为常规教学组,多元化教学组学生实施以执业能力培养为导向的多元化教学模式,常规教学组学生实施常规 教学模式。比较两组学生的理论和实践成绩、综合能力评分和教学满意度。结果 课程结束后,多元化教学组 学生理论和实践成绩均高于常规教学组,差异均有统计学意义(P <0.05);课程结束后,多元化教学组学生表现 能力、沟通能力、评估思维、护理决策评分均高于常规教学组,差异均有统计学意义(P <0.05);课程结束后,多 元化教学组学生课程内容满意度、教学方法满意度、教学效果、教师评价和课程评价评分均高于常规教学组,差 异均有统计学意义(P <0.05)。结论 以执业能力培养为导向的多元化教学模式能够提高学生理论和实践成 绩,提高学生综合能力,提高教学模式有效率。 [ABSTRACT FROM AUTHOR]