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BackgroundTechnical capabilities for performing liver transplantation have developed rapidly; however, the lack of available livers has prompted the utilization of edge donor grafts, including those donated after circulatory death, older donors, and hepatic steatosis, thereby rendering it difficult to define optimal clinical outcomes. ObjectiveWe aimed to investigate the efficacy of telemedicine for follow-up management after liver transplantation. MethodsTo determine the efficacy of telemedicine for follow-up after liver transplantation, we performed a clinical observation cohort study to evaluate the rate of recovery, readmission rate within 30 days after discharge, mortality, and morbidity. Patients (n=110) who underwent liver transplantation (with livers from organ donation after citizen's death) were randomly assigned to receive either telemedicine-based follow-up management for 2 weeks in addition to the usual care or usual care follow-up only. Patients in the telemedicine group were given a robot free-of-charge for 2 weeks of follow-up. Using the robot, patients interacted daily, for approximately 20 minutes, with transplant specialists who assessed respiratory rate, electrocardiogram, blood pressure, oxygen saturation, and blood glucose level; asked patients about immunosuppressant medication use, diet, sleep, gastrointestinal function, exercise, and T-tube drainage; and recommended rehabilitation exercises. ResultsNo differences were detected between patients in the telemedicine group (n=52) and those in the usual care group (n=50) regarding age (P=.17), the model for end-stage liver disease score (MELD, P=.14), operation time (P=.51), blood loss (P=.07), and transfusion volume (P=.13). The length and expenses of the initial hospitalization (P=.03 and P=.049) were lower in the telemedicine group than they were in the usual care follow-up group. The number of patients with MELD score ≥30 before liver transplantation was greater in the usual care follow-up group than that in the telemedicine group. Furthermore, the readmission rate within 30 days after discharge was markedly lower in the telemedicine group than in the usual care follow-up group (P=.02). The postoperative survival rates at 12 months in the telemedicine group and the usual care follow-up group were 94.2% and 90.0% (P=.65), respectively. Warning signs of complications were detected early and treated in time in the telemedicine group. Furthermore, no significant difference was detected in the long-term visit cumulative survival rate between the two groups (P=.50). ConclusionsRapid recovery and markedly lower readmission rates within 30 days after discharge were evident for telemedicine follow-up management of patients post–liver transplantation, which might be due to high-efficiency in perioperative and follow-up management. Moreover, telemedicine follow-up management promotes the self-management and medication adherence, which improves patients’ health-related quality of life and facilitates achieving optimal clinical outcomes in post–liver transplantation.

Osteoarthritis (OA) is a chronic degenerative joint disease whose main characteristic is the destruction of articular cartilage, causing pain and disability in patients and seriously affecting their quality of life. OA can be induced by a variety of causes, and pathological changes in articular cartilage are considered to be one of the key driving factors for the occurrence of OA. High mobility group box-1 protein (HMGB1), as a non-histone protein in eukaryotic cells, can participate in regulating the inflammation and apoptosis process of OA chondrocytes, thus leading to the occurrence of OA. This article reviews the research on the mechanism of HMGB1 in OA chondrocytes, with a view to providing new ideas for the clinical prevention and treatment of OA.

Contribution: This article presents a teaching experiment platform for an undergraduate laboratory program designed to fulfill the needs of control engineering classroom experiment teaching. The teaching experiment platform is a cost-effective teaching tool that can be promoted on a large scale in colleges and universities. The teaching experiment platform is a portable device that breaks through the limitations of the time and place of experiments. The platform can be used for many courses, which helps students combine theory with practice. Background: 1) Undergraduate programs usually follow traditional educational methods, which lead to students often unable to connect knowledge learned in class to actual situations; 2) the price of existing experimental devices is far beyond the affordability of students and teachers; and 3) most undergraduate students have to learn at home due to the COVID-19 epidemic. Therefore, students need a kind of cost-effective take-home teaching experiment platform, which can enable them to do experiments at home and improved the learning efficiency. Intended Outcomes: The teaching experimental platform gives the students out of the classroom more time to analyze the results of the experiment and to relate the concepts presented in the lecture course to the results of the experiment. With the aid of the platform, students can achieve the learning objectives, significantly improve interactivity in the classroom and fulfill the ABET requirement. Application Design: The course of Principle of Automatic Control taught at the Hunan University is given as a case study in which the evaluation process was based on the corresponding student outcomes and ABET criteria. Findings: The analysis based on positive student feedback as well as their academic grades indicates that the teaching platform presented in this article is an effective learning tool during the learning process of undergraduate students.