Wei Li

Oct 23, 2024 | nature.com | Wei Li |Yuqiu Hao |Mingyue Gao |Hao Chi |Jinyan Yu

Accumulating evidence supports that glucocorticoid treatment for viral pneumonia (VPA) can shorten the disease course and improve survival. However, currently, the use of glucocorticoids in treating VPA remains controversial. Moreover, a unified standard for the dosage and duration of glucocorticoid therapy has not been presented in published articles. A retrospective analysis was conducted in patients who were hospitalized for severe influenza virus-associated pneumonia, and they received sequential treatment with high-dose glucocorticoids and short-course oral glucocorticoids. Patients were followed up for 3 months. A total of 11 patients were included in the study (average age 56 years). There was no gender difference, but age and underlying diseases could be risk factors for severe influenza virus-associated pneumonia. The types of viruses causing pneumonia included influenza A/B. The main clinical symptoms of patients were fever, cough, sputum production, and dyspnea. Chest computed tomography showed multiple ground-glass shadows in the lobes, and the presence of bacterial and fungal infections was accompanied by consolidation shadows. After glucocorticoid therapy, the symptoms improved. None of the patients underwent tracheal intubation, and all survived. After a 3-month follow-up, lung CT absorption in all patients had reached more than 80%, and lung imaging absorption in 20% patients was complete. No serious complications occurred in any of the patients. Sequential treatment with high-dose steroids and short-course oral glucocorticoids may be helpful for reducing the tracheal intubation rate and mortality rate in patients with severe influenza virus-associated pneumonia. Additionally, short-course oral glucocorticoids may reduce pulmonary fibrosis in patients with severe influenza virus-associated pneumonia without any serious complications.

Jun 17, 2024 | nature.com | Wei Li |Xiaolin Zhang |Jing Li |Xiao Yang |Dong Li |Yantong Liu

Artificial intelligence (AI) holds immense promise for K-12 education, yet understanding the factors influencing students’ engagement with AI courses remains a challenge. This study addresses this gap by extending the technology acceptance model (TAM) to incorporate cognitive factors such as AI intrinsic motivation (AIIM), AI readiness (AIRD), AI confidence (AICF), and AI anxiety (AIAX), alongside human–computer interaction (HCI) elements like user interface (UI), content (C), and learner-interface interactivity (LINT) in the context of using generative AI (GenAI) tools. By including these factors, an expanded model is presented to capture the complexity of student engagement with AI education. To validate the model, 210 Chinese students spanning grades K7 to K9 participated in a 1 month artificial intelligence course. Survey data and structural equation modeling reveal significant relationships between cognitive and HCI factors and perceived usefulness (PU) and ease of use (PEOU). Specifically, AIIM, AIRD, AICF, UI, C, and LINT positively influence PU and PEOU, while AIAX negatively affects both. Furthermore, PU and PEOU significantly predict students’ attitudes toward AI curriculum learning. These findings underscore the importance of considering cognitive and HCI factors in the design and implementation of AI education initiatives. By providing a theoretical foundation and practical insights, this study informs curriculum development and aids educational institutions and businesses in evaluating and optimizing AI4K12 curriculum design and implementation strategies.