目的探討支氣管乳突狀瘤的臨床表現、病理學特征，診斷要點及治療方式。方法分析 1 例呼吸道乳頭狀瘤的臨床特征、影像及病理學資料，同時進行文獻復習對該病進行分析總結。結果患者男性，73 歲，務農。因“呼吸困難半年”入院。本例患者胸部增強 CT 提示左主支氣管起始部內見軟組織密度影，支氣管鏡下行病理活檢提示為支氣管鱗狀上皮乳頭狀瘤，人乳頭狀瘤病毒（HPV）陰性，Ki67（MIB-1）陽性。行纖維支氣管鏡下切除并給予重組人干擾素 α2b 注射液（假單胞菌）300 萬 IU 皮下注射，治療 7 d 后再次行纖維支氣管鏡下治療好轉后出院。通過以“乳頭狀瘤”與“支氣管、氣管、肺”為關鍵詞檢索查閱 CNKI、萬方、維普等數據庫，截止 2019 年 3 月。文獻報道 93 例，患者年齡 19～80 歲，表現為咳嗽咳痰 60 例，咯血 38 例，胸悶或呼吸困難 31 例；位于氣管、主氣管 48 例；外科手術 43 例，支氣管鏡治療 32 例；65 例患者有病理分型，其中鱗狀細胞乳頭狀瘤 35 例、腺性乳頭狀瘤 10 例、混合型乳頭狀瘤 20 例。結論支氣管乳突狀瘤好發于中老年男性，與吸煙、HPV 感染相關。臨床表現可無特異性，表現為咳嗽、咯血及呼吸困難等，容易誤診，診斷主要依據活組織病理檢查，鱗狀細胞乳頭狀瘤相對較多。支氣管鏡下介入治療或手術治療是有效的治療手段，預后好，但易復發，需長期隨訪。
目的 探討診斷學床旁見習教學中學患關系現狀，為提高診斷學床旁教學質量提供應對策略。 方法 采用自行設計問卷，于2010年5月-2011年6月對80名臨床醫學專業三年級本科生以及同期在內科住院的100例患者分別進行不署名學患關系問卷調查（有效問卷率分別為91.3%和67%），同時對8名帶教教師和7名臨床主管醫生進行個別訪談。 結果 學生問卷調查顯示，79.5%的學生曾在床旁教學中遭遇患者不同程度的拒絕或不配合，大多數學生認為有被拒的心理準備和承受力。患者調查顯示，82.1%的患者不愿意接受學生問診查體，58.2%的患者表示即便給予一定經濟補償，也不愿配合教學。而對帶教教師及臨床主管醫師訪談結果顯示，當前床旁帶教難度大大增加，學患關系緊張。 結論 現階段學患關系緊張，根據其涉及原因，提出提升醫務人員及醫學生人文觀念，推進醫療、教育體制改革，建立媒體監督機制，開展公眾教育等多層面的應對策略，同時提出課程設置、教學模式、師資培養等具體教學應對舉措。Objective To explore the present status of the relationship between students and patients in diagnostic bedside teaching, in order to promote the teaching quality. Methods From May 2010 to June 2011, self-made questionnaires were adopted to carry out an anonymous survey among 80 medical students in grade three or above and 100 inpatients to investigate the relationship between the students and the patients(with an effective questionnaire rate of 91.3% and 67% respectively). Eight tutors and 7 physicians concerned were taken in the individual interview. Results The survey showed that 79.5% of the students encountered refusal from patients in bedside teaching, and most of them believed that they had psychological preparation and endurance for the refusal. A total of 82.1% of the patients expressed their unwillingness to accept examination by clinical students, and 58.2% of the patients were unwilling to cooperate in the teaching even with an amount of economic compensation. The tutors and physicians concerned stated that the student-patient relationship was undesirable at present. Conclusions The relationship between students and patients in bedside teaching is strained at present. Based on the complicated reasons, we propose such coping strategies as promoting humanism among medical workers and students, pushing forward the medical and educational reform, building media supervision, developing public education, perfecting course design, teaching style, and cultivation of teachers, and so on.