Clinical biochemical testing, as a means to detect biological changes in the process of disease occurrence through the use of specific instruments and methods, so as to provide guidance for subsequent treatment. The following is a brief biochemistry test paper that I have organized for your reference.
An introduction to biochemistry testing paper a
Discussion of clinical biochemistry and biochemistry testing teaching reform Keywords: clinical biochemistry; teaching reform Clinical biochemistry and biochemistry testing is a collection of basic theories and technical expertise closely combined with the application of the professional disciplines, in the process of the teaching of this discipline. In the teaching process of this discipline, how to seize the key, deepen the teaching reform, improve the quality of teaching, so that the students are fine medical skills, understand the humanities, have the ideal, can innovate, go, use, stay, have a role in reflecting the College of Nationalities of the great medical sincerity, the students are trained to become high-quality testing personnel, we combined with the situation of the school and the characteristics of clinical biochemistry and laboratory testing teaching, through a series of new mode of teaching reform, and received good results. We have received good results. Specific content and implementation methods are as follows. 1 clinical biochemistry and biochemical testing teaching status 1.1 Clinical biochemistry and biochemical testing of the basic requirements of clinical biochemistry and biochemical testing of clinical biochemistry and biochemical testing is based on analytical chemistry, biochemistry, etc., a specialized discipline, which requires that medical students must be proficient in clinical biochemistry and biochemistry testing of the basic theories and skills, and familiar with the human organs, tissues, body fluids. It requires medical students to master the basic theories and skills of clinical biochemistry and biochemical testing, to be familiar with the chemical composition of human organs, tissues and body fluids and the biochemical processes and the effects of diseases and drugs on these processes, and to understand the diagnosis of diseases, monitoring of disease conditions, efficacy of drugs, prognosis, and prevention of diseases, in order to contribute to a deeper understanding of the knowledge of clinical biochemistry and biochemical testing. According to the curriculum requirements of medical schools, we analyze the related teaching contents, compare the relevant teaching materials at home and abroad and refer to the teaching requirements of other medical schools, emphasize the updating of knowledge, focus on the latest teaching materials, use the third edition of the textbook of Clinical Biochemistry and Biochemical Tests edited by Prof. Zhou Xin, and expand the teaching contents by combining with other reference books, meanwhile, we also read the latest domestic and foreign professional journals and magazines, and browse the professional websites. At the same time, by reading domestic and foreign professional journals and magazines and browsing professional websites, the latest domestic and foreign related research results and technologies are introduced to students in a timely manner, so as to make the teaching content more abundant, make up for the lagging of certain contents in the textbook, and increase the amount of information in classroom teaching. In this way, the content of the textbook is rich, novel, focused and practical, which is conducive to both teaching and learning. 1.2 Clinical biochemistry and biochemistry testing teaching content, abstract, difficult to understand Clinical biochemistry and biochemistry testing because it involves the basic theoretical knowledge of biochemistry, the understanding of which appears to be difficult, and with the continuous development of the discipline, the emergence of new diseases, new technologies, new theories, the need to teach the content of the increase. This brings a lot of difficulties to teaching. For a long time, clinical biochemistry and biochemical tests are one of the more difficult theoretical courses for students to master. Together with the deepening of the school teaching reform and the shortening of teaching time, it has caused the contradiction between teaching content and time. At the same time, the work characteristics of the unity of faculties and departments have brought teachers difficulties in coordinating teaching and learning, and there is almost no extra time to explain to students the principles, methods, detection range, precautions and quality control aspects of the latest clinical instrumental testing programs. Students know little about the principles, methods, and testing ranges of these commonly used clinical tests, and they do not know much about the operation of the total quality control system, the calibration of the tests, the sources of laboratory errors and how to correct them, etc. The students' expectation of deepening their understanding of the contents of the books through the practice has not been realized, and they generally find it difficult to interconnect the contents of books and the internship contents and to transform them into each other. However, it is necessary to strengthen the connection between the teaching of clinical biochemistry and biochemistry testing and clinical practice, so that students can see the use of clinical biochemistry and biochemistry testing in their future study and work. Under the premise of improving the quality of theoretical teaching, through the reform of experimental teaching methods, which is not only an effective measure to improve the teaching effect, but also a new challenge to teachers. 1.3 Clinical biochemistry and biochemical testing practical and operational clinical biochemistry and biochemical testing is an important discipline of the testing profession, but also a highly integrated applied science, in recent years, with the development of computers, biochemistry, molecular biology, biomedical engineering and electronic technology and other disciplines, clinical biochemistry and biochemical testing and the introduction of a large number of other disciplines and advanced technology. In recent years, with the development of computer, biochemistry, molecular biology, biomedical engineering and electronic technology, clinical biochemistry and biochemical testing has absorbed and introduced a large number of advanced technologies of other disciplines, so that clinical biochemistry testing in the analysis and detection of the speed and sensitivity of the test has been greatly improved, and detection of the methodology has been greatly developed. In order to adapt to the needs of the times, we should be based on the existing theoretical teaching, and constantly update and adjust the experimental courses we carry out, the experimental course is an indispensable part of the education process of clinical biochemistry and biochemical testing, is a practical teaching method, is an auxiliary to the theoretical teaching, and is the future internships, work, paving. It can not only verify the basic knowledge, consolidate the theory learned in the classroom, and more importantly, the basic skills training for students, the initial development of practical ability and independent work ability. At present, the test instruments continue to automation, intelligent direction of development, testing projects from the original single project detection to a number of joint testing, testing content from simple basic qualitative or semi-quantitative to micro- and ultra-micro-quantitative detection, in recent years, genetic engineering technology, enzyme engineering technology, cell biological engineering technology, molecular biology engineering technology and other technologies have been widely used in clinical practice, therefore, the knowledge structure of the inspectors Therefore, the knowledge structure of the test personnel put forward higher requirements. 1.4 Curriculum and teaching content can not adapt to the requirements of the times With the development of medical technology, clinical biochemistry and biochemical testing in medicine is increasingly important. In the new situation, our school testing program is mainly aimed at training rural, grassroots, community-oriented practical testing personnel. At present, the curriculum of clinical biochemistry and biochemical testing in our college is 40 hours of theory and 55 hours of laboratory, while the syllabus requires that the theory course is generally between 54 and 60 hours, and the laboratory is about 70 hours, so little theory and laboratory hours, it is difficult to complete the content of the textbook, let alone contact with the clinic. Coupled with the fact that the current teaching content system of our institutions has not broken through the traditional discipline-centered model, the independence of the courses is large, the boundaries of the disciplines are obvious, and the content of the courses is repetitive; although the teaching of basic knowledge and skills is emphasized, the cultivation of medical students' professional attitudes and ethics, communication skills, information management, and critical thinking is neglected, which is not able to meet the needs of the comprehensive development of modern medical professionals. The demand of modern medical professionals can not be adapted to the comprehensive development of medical professionals. Through the reform of clinical biochemistry and biochemical testing teaching, we believe that only by reforming the teaching content, improving teaching methods, emphasizing the basic training of experimental operations, strengthening the assessment of experimental skills, and at the same time pay close attention to the medical ethics, professional ethics and norms of education, in order to improve the basic theoretical level of the students and experimental skills, and to cultivate excellent laboratory workers. 2 How to implement the reform of teaching clinical biochemistry and biochemical testing 2.1 Strengthen the training of the faculty, focusing on the integration of human resources Having a high level of teaching staff is a guarantee of cultivating high-quality talent. At present, the clinical biochemistry teaching and research department of our hospital has nine teachers, including one doctorate, one master's degree, one professor, two associate professors, young teachers account for most of the teachers, is a solid and solid professional knowledge and a considerable wealth of clinical experience of the test personnel. Should be based on the actual situation, send teachers who have not been professionally trained for medical testing specialties in a single subject for further training, or to participate in short-term training on relevant topics, or with the teaching of experienced teachers **** with the consultation of the experience of lecturing, collective lesson planning and so on. Through professional learning, deepen teachers' understanding and use of specialized knowledge. Teachers with rich teaching experience, wide range of professional knowledge and strong scientific research ability should be encouraged to mentor, and at the same time, the training of young teachers should be strengthened to cultivate a team that is proficient in both professional theory and familiar with experimental operation and strong scientific research ability? Dual-teacher type Teachers. Teachers only fully grasp the discipline of the broad professional theory, advanced technical methods, understand the development trend and dynamics of the discipline, in order to provide a higher starting point for teaching reform and innovative activities, which is conducive to the training of students to find the problem, analyze the problem and solve the problem of the ability; is conducive to the cultivation of students creative thinking and scientific research ability. 2.2 Drawing on international standards to promote the innovation of undergraduate clinical biochemistry and biochemical testing teaching reform in medical schools The American Association for Clinical Chemistry proposes that medical testing personnel must have: knowledge of the basic theory of medicine, knowledge of clinical medicine, practical skills, and quality management skills in clinical laboratories and other four aspects of knowledge and skills [1]. As a comprehensive medical school, our hospital should make a reasonable positioning of the purpose and goal of running the school, and the key to clarify the purpose and goal is to make a scientific positioning. The positioning of schooling, in a broad scope, mainly refers to whether the school is research-oriented, teaching and research-oriented or teaching and application-oriented. Positioning is not the same, reflected in the different requirements for personnel training specifications. According to China's national conditions, key medical universities mainly train research-oriented junior doctors, and local non-key medical schools mainly train applied junior doctors. Different positioning forms different schooling concepts, objectives and goals of different types of institutions, which have different impacts on the teaching process and naturally form different schooling characteristics [2]. Therefore, the quality of teaching clinical biochemistry and biochemical testing is of great importance in the training of medical laboratory students. However, to ensure that every student has the opportunity to have early contact with patients and participate in patient medical care, the teaching of clinical biochemistry and biochemistry testing is facing new competition, new challenges, in order to solve this facing problem, the college to set up a large simulation hospital, is imperative. The aim is to enable students to study the chemical state of the human body when it is healthy and sick and to master the chemical test methods used in the diagnosis, treatment and prevention of diseases. Through the talent training goal orientation, so that the training of talents both in line with the needs of the national situation and can be in line with international standards. 2.3 Reform of teaching contents and teaching methods of clinical biochemistry and biochemical testing 2.3.1 Selection of teaching materials, improvement of teaching contents, formulation of syllabus, and optimization of teaching combinations The third edition of Clinical Biochemistry and Biochemical Testing should be adopted as a new teaching material that is compatible with clinical testing. The use of the new textbook also requires teachers to focus on the content of the textbook appropriately according to the different levels of specialties, cultivation objectives and teaching hours of their respective institutions, and at the same time, they should pay attention to the teaching of oncogenes and oncogenes, tumor markers, and monitoring of the concentration of therapeutic drugs, so as to facilitate the students' understanding of the development of today's scientific and technological level. In the teaching process of this course, it is required to focus on common clinical diseases and their biochemical test indexes, highlighting the biochemical mechanism of diseases and biochemical test technology, and strive to combine biochemical tests with disease diagnosis, condition monitoring and prognosis judgment, and to open up a new vision of clinical medicine from the height of modern laboratory medicine. In the systematic teaching of theoretical knowledge at the same time, to carry out diversified methods of teaching: lecture-style teaching, problem discussion teaching, example-based teaching, comparative and inductive teaching and bilingual teaching, and at the same time to strengthen the discussion of cases, lively and interesting to inspire thinking, training students to establish a correct experimental diagnostic thinking and the ability to apply knowledge, and to promote students' independent learning, research learning and personality development. 2.3.2 The use of multimedia teaching to improve the quality of teaching, teaching and clinical linkage to improve student interest The application of multimedia teaching tools can make some abstract concepts into a specific observable picture, with intuitive, vivid, image characteristics, easy to attract students' attention, stimulate students' interest in learning; to help biochemical concepts of understanding and mastery of the method, to enhance the understanding and application of the content of the teaching; the use of multimedia to enhance the understanding and application of the content of the teaching; and the use of multimedia teaching tools. Teaching content understanding and application; in addition, it can be simplified, easy to remember, improve students' information processing and application of the ability to make students curious and interested, broaden their horizons, and better guide the students to achieve the purpose of learning and effective. Multimedia teaching can also help students to learn and explore the knowledge of the teaching process, thus guiding students to use the scientific method to study and research, effectively make up for the lack of teaching hours, to alleviate the contradiction between the limited teaching time and the ever-increasing teaching content. The multimedia teaching process itself teaches students how to use multimedia to improve the efficiency of learning. Courseware is one of the most important components of multimedia teaching, and the production of good or bad directly affects the teaching effect. Therefore, the courseware production process should pay attention to the text and pictures, images of the organic combination of text concise, clear pictures, so that students at a glance and not too fancy, so as not to distract the attention of the students, not to apply the effect. 2.4 Open laboratory, providing students with a second classroom Laboratory teaching is an important part of the teaching system. Biochemistry and biochemical testing is an experimental discipline, only through the continuous development of new technologies, new experiments, in order to complete the theoretical verification of the teaching task. It is a good way for students to deepen their understanding of biochemical theories, develop their creativity, and cultivate their ability to think and work independently through hands-on operation to enhance their perceptual understanding of the theoretical knowledge they have learned, and at the same time, apply the theoretical knowledge they have learned into practice to solve the practical problems. The laboratory is open to students all day long, and students complete the experiments independently by themselves, and teachers only do counseling. After the experiments, the teacher will make a comprehensive summary of the students' problems in the experimental process and matters requiring attention, and then make a detailed Q&A and discussion. Through the regular opening of the laboratory, consolidate the experimental operation of the basic skills training and related knowledge, and constantly cultivate students' hands-on ability, creative awareness and innovation, open laboratory has been recognized by the students and praise. 3 Evaluation of the effect of the teaching reform of clinical biochemistry and biochemical testing 3.1 Teaching objectives are clear In teaching management, the implementation of ? The main teacher is responsible for the system? The standardization of lesson plans is implemented. , strengthen the sense of responsibility of teachers. In the teaching mode, the open teaching system is implemented to make students learn in a multi-dimensional way. Let students slowly establish the understanding that theory is based on experiment, and theoretical knowledge is the summary and refinement of experiment. In theory and experimental teaching, the goal is clear, focused, classroom teaching effect greatly improved. 3.2 Favorable to the cultivation of students' scientific research quality The ability to innovate is a decisive driving force for the development of a country or a nation, so it is an important task in university teaching to cultivate students' sense of innovation, stimulate the enthusiasm and spirit of innovation, and develop the ability to innovate. Creativity is not only the cultivation of an ability, but more importantly, the cultivation of a spirit and a quality [3]. Strengthening and expanding professional skills, laying the foundation of students' scientific research work, focusing on the cultivation of students' scientific research ability, over the past ten years, under the guidance of the teachers of Clinical Biochemistry Teaching and Research Department, every student has written a graduation thesis, of which about 70% of the graduation theses have been publicly published in professional journals at all levels. Carrying out students' scientific research is an effective way to promote the quality of the teaching team, teaching and learning, mutual promotion, and students **** with the completion of the thesis selection, opening, implementation, summarization, writing process, undoubtedly, the quality of the instructor's own qualities and ability to put forward higher requirements, forcing teachers to strengthen the study, understanding and mastering of the discipline's new advances and knowledge of related disciplines, and constantly improve their own ability to lead the teaching and teaching level. The newest and most important of all, the newest and most important of all, the newest and most important of all. 3.3 Help to improve the teaching and research level of teachers Teachers in the completion of the theoretical diversity of teaching at the same time, focusing on the design of the experimental course is more necessary, the teacher must be carefully prepared for the class, a variety of methods should be understood, to master the theoretical knowledge involved, clinical knowledge, professional knowledge, to consult the literature, more comprehensive; also requires a strong hands-on experimental ability, a certain degree of experimental analysis, problem solving ability. It also requires strong hands-on experimental ability, certain experimental analysis, problem solving ability. At the same time to improve the comprehensive teaching ability of teachers, but also greatly promote the teacher's awareness of scientific research and ability to improve. The real teaching and learning to grow. References [1] Zheng Tiesheng, Jiang Xugam, Xu Shungao, et al. The first exploration of clinical biochemistry and testing teaching reform [J]. Laboratory Medicine Education , 2005, 12(3):25-26. [2] KONG Xiangqing, ZHANG Yifei, YAN Shirong, et al. Reflections on the convergence of undergraduate medical education of local non-key medical schools with international standards [J]. Journal of Utopia Medical College, 2005, 24(6):380-381. [3] Feng Wenli, Tu Zhiguang, Kang Gefei, et al. Reflections on the Training Objectives of Current Higher Medical Laboratory Education [J]. China Higher Medical Education, 2002(1):5-7. A Review of Biochemistry Laboratory Report Writing Abstract Writing the laboratory report is one of the important links in the teaching of biochemistry laboratory. The importance of laboratory report writing, problems and strategies to improve the quality of laboratory report writing are reviewed, aiming to draw the attention of teachers and students to the writing of laboratory reports, and to better enhance the quality of laboratory teaching. Keywords laboratory teaching; laboratory report; quality Biochemical testing is one of the main courses of medical laboratory specialty, with strong practicality, half of the credit hours are completed in the laboratory. In order to enable students to better adapt to the clinic and meet the employment needs of the industry, it is crucial to train students in clinical practice. The training is mainly carried out in the relevant laboratory courses at the initial stage, and later strengthened by entering the clinical internship. Therefore, while emphasizing the theoretical teaching, strengthening the experimental teaching link is the key to fully reflect the characteristics of the discipline, improve the quality of teaching, and also lay a solid foundation for entering the clinic. The writing of laboratory report is one of the important links in the process of experimental teaching, which is an important basis for measuring the effect of experiments, and can also comprehensively reflect the ability of students to analyze problems, research problems, solve problems and write scientific and technological papers. However, in the experimental teaching, it is found that although students can submit their lab reports in time, the quality of writing is not high and there are many problems. It is particularly important to improve the quality of students' laboratory report writing. Many scholars, after years of teaching experience, put forward the importance of students writing lab reports, problems and strategies to improve the quality of lab report writing, which are summarized as follows: 1 Importance of lab report writing Lab report writing can cultivate the students' rigorous attitude towards science; promote the students' supervisory initiative; cultivate the students' innovation, teamwork and competition; promote the students' innovation, teamwork and competition; promote the students' innovation, teamwork and competition; promote the students' innovation, teamwork and competition; promote the students' innovation, teamwork and competition; promote the students' innovation, teamwork and competition; and promote the students' innovation, teamwork and competition. and competitive spirit; promotes the improvement of students' comprehensive ability such as observation ability, comprehensive analysis ability, logical reasoning and induction ability, problem finding and problem solving ability; helps to consolidate students' theoretical knowledge and strengthens the link between theory and practice; it also strengthens the students' written expression ability and writing level, and lays a firm foundation for the writing of future scientific research papers. Through the feedback of the students' experimental reports, it helps teachers to re-examine their own ability level, better improve the teaching method, improve the quality of teaching, and at the same time play a good role in promoting the teaching reform [1-2]. 2 General problems of students writing lab reports Do not pay attention to the preparation before the experiment, writing without thinking, copying each other, the content of the lab report is the same; attitude is not rigorous, not in accordance with the actual operation of writing, but copying the experimental instructions, so that the lab report writing has been in form; most students have deficiencies in the comprehensive ability, when the results of the experiment appear abnormal, there is no way to start, do not know the reason why the results of the experiment. Most students have deficiencies in comprehensive ability, when the experimental results are abnormal, they have no way to start, do not know where the reasons are, and can not objectively and comprehensively analyze and discuss the experimental phenomena or results; content, writing is incomplete, and often lacks the evaluation of the experimental methodology, analysis and discussion, application of the results, precautions, and other important content [3-5]. 3 How to improve the quality of laboratory report writing How to change this status quo, by strengthening the students' laboratory report writing, to promote experimental teaching put forward the following suggestions: 3.1 Improve the understanding of First of all, to strengthen the teacher's attention to the laboratory report, to improve the students' understanding of the importance of the writing of the laboratory report [6]. 3.2 Strengthen the pre-study before the laboratory class Emphasize the students' pre-study for the laboratory class, the teacher should pass on the importance of pre-study for the laboratory class to the students, and ask the students to pre-study in advance; make clear pre-study syllabus and content of the pre-study, and emphasize the key points of the experiments and the difficult points; ask the students to know the experimental purpose, experimental principles, operation steps, precautions and so on through the pre-study and make a good report of the pre-study; check whether students are pre-study through the questioning. Through the way of questioning to check whether students pre-study or pre-study effect [7-8]. 3.3 Strengthen the teacher's guidance and review of students' laboratory reports Teachers should be full of enthusiasm and rigorous scientific attitude to guide students to write the laboratory report, and guidance on what to write, what problems to solve, to guide students to analyze the problem, and to improve students' problem-solving ability; require students to carefully complete each item of the report, and write the analysis results in the Lab report; review students' lab reports, to be good at finding the flash point in the report writing, to do timely evaluation, positive affirmation, in order to improve the enthusiasm of students to write a good lab report [9-10]. 3.4 Breaking the tradition, pushing the boundaries of innovation The writing of the laboratory report should not be confined to a form, it should be based on meeting the academic, scientific, theoretical, standardized, innovative and exploratory nature of the laboratory report [11], and the courage to innovate. 3.4.1 Reflective lab report There are many drawbacks in the writing of traditional lab reports, students write lab reports without thinking, summarizing, summarizing, and the existence of a thousand copies of the phenomenon. Wang Xiaobing et al. proposed the idea of integrating reflective journaling into lab reports, requiring students to write reflective lab reports. It has been proved that, compared with the writing of traditional lab reports, although there are some problems in writing reflective lab reports, this kind of writing can better prompt students to review the whole experimental process, better achieve the combination of theory and practice, so that the students' theoretical knowledge can be consolidated, which also improves the mastery level of operational skills, and at the same time, it also helps to strengthen the interaction between teachers and students, which is very good for the growth and improvement of the teaching and learning of experiment. The improvement of experimental teaching has a good role in promoting [12]. 3.4.2 Dissertation-style laboratory report Yao Qing, Li Jiangbin and others discussed the application of dissertation-style laboratory report writing in laboratory teaching, pointing out that this move makes the students' scientific research concepts have been cultivated; students' plagiarism on the experimental instructions can be eliminated; the teacher's grading standards have been transformed, so that the students are no longer focused on the normal results of the experiments, but pay more attention to whether the analysis of results is reasonable, the learning attitude can be improved, and the students can be more satisfied with the results of the experiment. At the same time, the writing of thesis-type laboratory report helps to improve the students' ability to independently acquire knowledge, the ability to review the literature and the ability to think creatively, thus improving the thesis writing ability, and laying a good foundation for the future thesis and scientific research paper writing [13-14]. 3.4.3 The use of modern science and technology to strengthen the writing of laboratory reports Du Bin and others explored the use of modern science and technology to strengthen the writing of laboratory reports, although there are some shortcomings in this move, but the harvest is still quite fruitful. They found that the use of modern science and technology to write the laboratory report can prompt teachers to pay more attention to the guidance of the writing of the laboratory report; so that the students' interest in learning has been stimulated, the students' motivation to learn and team spirit has been well mobilized, the interpersonal skills have also been greatly improved; the students' attitude towards learning is more rigorous, scientific [15]. In conclusion, laboratory teaching is an important part of higher medical education, especially for biochemical testing courses, and writing laboratory reports is an indispensable part of the laboratory teaching process [16]. All biochemical test teachers and students should pay attention to the writing of the laboratory report, think hard, summarize more, and innovate on the basis of the predecessor, in order to improve the quality of the writing of the laboratory report. References [1] Zhou Hujing. 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Integrative Medicine, 2014(7):390-391. [8]Qi Xin, Wei Dongmei. An introduction to the problems in the writing of animal biology laboratory report[J]. Network Wealth, 2010, 182 trans 184. [9]Nan Ying, Xiang Liwei. Problems and countermeasures in writing physiology laboratory reports[J]. Medical Information, 2008, 21(7):1094-1095. [10]Taolun. Emphasis on writing good laboratory reports in laboratory teaching [J]. China Science and Education Innovation Guide, 2011(5):120. Recommendations for the thesis on biochemistry test: 1. Selected examples of biochemistry thesis 2. Thesis on biochemistry 3. Sample of biochemistry thesis 4. Biochemistry graduation thesis 5. Sample biochemistry thesis 6. dissertation on biochemistry