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For difficult overlap extension PCR, a Gibson assembly process was inserted between the two PCR rounds to facilitate the formation of complete gene templates at a moderate temperature. That is, after amplifying each DNA fragment, they were preluded by a Gibson assembly process in equal proportion. Then, the assembled mixture was used as a template for the second PCR round. This idea was tested and verified by taking the cloning example of a single and a double site mutation of the retinoblastoma gene. This scheme associates overlap extension PCR with Gibson assembly exquisitely, significantly improving gene amplification efficiency, particularly in the fusion of long genes and multifragments using overlap extension PCR.

A discussion is conducted on the problems of ideological and political education, rotation learning in departments, clinical and scientific research capabilities, paper writing, and improvement of the quality of papers encountered by professional master of clinical medicine in the “two-track integration” mode during the standardized training of resident doctors. On that basis, several methods are proposed in the present study (e.g., stressing ideological education for professional masters, coordinating learn of professional skills, enhancing paper writing ability and scientific research ability, organizing a professional team of tutors). On that basis, this study summarizes the problems and challenges exposed in training professional medical students, especially under “two-track integration” mode, seeks to propose a novel idea to serve better for the “two-track integration” educational mode, including provide solutions to help students establish learning goals, to enhance their writing ability, to narrow the bridge between teachers and students, etc. All of which, aims to optimize the training of professional masters of clinical medicine, and give some feasible suggestions for subsequent research. Hopefully, the suggestions and proposal in this study would draw attention and serve better to increase the education quality on professional medical students.

Objective To examine the practical effect of inter-professional education and situational simulation teaching implemented in surgical nursing practice teaching. Methods On the whole, 100 undergraduate nursing students in the operating room of the hospital of the authors from May 2019 to August 2020 were selected. These students fell to two groups with the random number table method. The control received the regular teaching, and the research group were given the interprofessional education and context. The Simulation teaching was conducted to compare the theoretical knowledge, skill level, various abilities of the two groups of students, as well as the satisfaction of the operating room doctors to the nursing cooperation of the interns. Results The research group achieved higher theoretical knowledge and a higher skill level than the control (p < 0.05); the various abilities of the research group were higher than those of the control (p < 0.05); the operating room doctors of the research group were more satisfied with the nursing cooperation of interns, as compared with those of the control (p < 0.05). Conclusion In the surgical nursing practice teaching, the inter-professional education and the situational simulation teaching have significant effects and are worth clinical applications.

To review on the difficulties encountered by medical bachelor students for their career development after graduation, and to explore potential solutions to their current situation, thus provide them possibilities of making good use of professional training and skills acquired in campus.