平喘颗粒的药效学研究

目的:研究平喘颗粒的药效学作用。方法:小鼠随机分为空白组(或/和)模型组,喘嗽宁组(0.7 g/kg)、平喘颗粒组(31.2 g/kg)、平喘颗粒组(15.6 g/kg)、平喘颗粒组(7.8 g/kg)。采用酚红外排,氨水引咳,二甲苯致小鼠耳廓肿胀,琼脂导致小鼠肉芽肿炎症,小鼠负重游泳,小鼠耐常压缺氧,小鼠巨噬细胞吞噬实验观察平喘颗粒的祛痰,镇咳,抗炎,抗疲劳,抗乏氧和提高免疫力作用。大鼠随机分为空白组、模型组、喘嗽宁组(0.486 g/kg)、平喘颗粒组(21.6 g/kg)、平喘颗粒组(10.8 g/kg)、平喘颗粒组(5.4 g/kg),给予卵蛋白激发哮喘,观察平喘颗粒的平喘作用;豚鼠随机分为模型组、喘嗽宁组(0.419 g/kg)、平喘颗粒组(18.6 g/kg)、平喘颗粒组(9.3 g/kg)、平喘颗粒组(4.65 g/kg),喷入磷酸组胺和氯化乙酰胆碱,观察平喘颗粒的平喘作用。结果:平喘颗粒(31.2 g/kg、15.6 g/kg、7.8 g/kg)可显著提高小鼠酚红的排出量(P0.05),延长氨水致小鼠咳嗽的潜伏期(P0.05),减少氨水所致小鼠咳嗽次数(P0.05),减少二甲苯致小鼠耳廓肿胀程度(P0.05),减少琼脂导致小鼠肉芽肿重量(P0.01),提高小鼠负重游泳时间(P0.05),提高小鼠耐常压缺氧时间(P0.05),可显著提高小鼠巨噬细胞吞噬能力(P0.05)。平喘颗粒(21.6 g/kg、10.8 g/kg、5.4 g/kg)延长卵蛋白致大鼠哮喘发作的潜伏期(P0.05);平喘颗粒(18.6 g/kg、9.3 g/kg、4.65 g/kg)延长磷酸组胺和氯化乙酰胆碱致豚鼠哮喘发作的潜伏期(P0.05)。结论:平喘颗粒具有较好的镇咳,祛痰,抗急、慢性炎症,抗疲劳,抗乏氧,提高免疫力,平喘的作用。     

识“微”见远，立德树人——微生物学核心课程建设

微生物学作为生物学专业的基础课,在构建学生知识体系、课堂价值观引领方面具有重要作用。为实现"金课"建设目标,微生物学理论课在建设过程中,秉承着夯实基础、注重前沿的理念,在课程内容设计上注重不同课程的衔接和过渡,在教学方法上通过开展特色专题讲座、建设精品教材、应用"对分易"平台、举办"我是主讲人"等活动,以识"微"见远的理念,提升教学质量,延伸教学效果。与此同时,深刻认识到对人才培养而言,既要育智,更要育人。因此在教学中注重结合专业内容,激发学生的社会责任感和使命感;以榜样力量给予学生学习的目标与指引,立德树人,进而实现课程全方位育人的目标。     

微生物学模块式自设计研究性实验的构建与教学实践

为了以低成本、低课时、高个性化方式让低年级学生既能学习基本实验技术,又都有机会参与研究性实验,构思了以基本实验技术为依托的微生物学模块式自设计研究性实验,即教师以模块式专题形式提出系列实验项目,学生自主选择题目、思考和设计、实施操作、分析结果而教师恰当指导的实验教学方式,并将其在3年4轮的微生物学实验教学中应用。详细叙述了模块式自设计研究性实验设计思路和实施方法及实施中学生和教师的行为与表现,并分析了从3个班级收回的包含34个问题的实验教学效果调查问卷,深入探讨了该方法存在的不足和改进方法。教学实践表明,这种教学方法不会导致教师数量、实验成本、学时数的显著增加,对于较大规模学生的研究性实验具有较强的实用性和可行性;144份学生反馈问卷中每个问题平均得分均在4分以上(满分5分),表明有利于提高学生的多方面素质,使学生受到基本的科学研究素质和能力的初步训练;88%-96%的学生认为它是有效的教学方式;研究性实验的形式、学生主动性、实验方案设计的科学性、实验结果分析和讨论等方面还有待完善。     

Cholemic nephropathy – Historical notes and novel perspectives

Acute kidney injury is common in patients with liver disease and associated with significant morbidity and mortality. Besides bacterial infections, fluid loss, and use of nephrotoxic drugs AKI in liver disease may be triggered by tubular toxicity of cholephiles. Cholemic nephropathy, also known as bile cast nephropathy, supposedly represents a widely underestimated but important cause of renal dysfunction in cholestasic or advanced liver diseases with jaundice. Cholemic nephropathy describes impaired renal function along with characteristic histomorphological changes consisting of intratubular cast formation and tubular epithelial cell injury directed towards distal nephron segments. The underlying pathophysiologic mechanisms are not entirely understood and clear defined diagnostic criteria are still missing.This review aims to summarize (i) the present knowledge on clinical and morphological characteristics of cholemic nephropathy, (ii) available preclinical models, (iii) potential pathomechanisms especially the potential role of bile acids, and (iv) future diagnostic and therapeutic strategies for cholemic nephropathy. This article is part of a Special Issue entitled: Cholangiocytes in Health and Disease edited by Jesus Banales, Marco Marzioni, Nicholas LaRusso and Peter Jansen.     

医学微生物学课程思政的探索与实践

医学微生物学是医学专业的一门重要基础课程,学生覆盖面广,实用性强。医学微生物学课程中开展思想政治教育是立德树人的根本举措,同时也能提升教学效果。要开展课程思政教学,不仅应该提高教师自身的思政教育能力,同时还要注重思政教学团队的建设。本文详细列举了医学微生物学课程中开展思政教学的一些案例,借此对医学生进行正确的价值引领,从而培养他们强烈的社会责任感、社会公德及良好的职业道德,增强他们的民族自信和文化自信,提升爱国主义情怀。     

Investigating mental health risk assessment in primary care and the potential role of a structured decision support tool,GRiST

Aim To explore current risk assessment processes in general practice and Improving Access to Psychological Therapies (IAPT) services, and to consider whether the Galatean Risk and Safety Tool (GRiST) can help support improved patient care.Background Much has been written about risk assessment practice in secondary mental health care, but little is known about how it is undertaken at the beginning of patients'' care pathways, within general practice and IAPT services.Methods Interviews with eight general practice and eight IAPT clinicians from two primary care trusts in the West Midlands, UK, and eight service users from the same region. Interviews explored current practice and participants'' views and experiences of mental health risk assessment. Two focus groups were also carried out, one with general practice and one with IAPT clinicians, to review interview findings and to elicit views about GRiST from a demonstration of its functionality. Data were analysed using thematic analysis.Findings Variable approaches to mental health risk assessment were observed. Clinicians were anxious that important risk information was being missed, and risk communication was undermined. Patients felt uninvolved in the process, and both clinicians and patients expressed anxiety about risk assessment skills. Clinicians were positive about the potential for GRiST to provide solutions to these problems.Conclusions A more structured and systematic approach to risk assessment in general practice and IAPT services is needed, to ensure important risk information is captured and communicated across the care pathway. GRiST has the functionality to support this aspect of practice.     

现代生物技术在二元酸发酵菌种改良中的应用

在分析微生物发酵生产二元酸的代谢机理和相关酶系的基础上 ,对基因工程、代谢调控等现代生物技术在长链二元酸发酵菌种改良中应用的最新进展进行了全面的综述 ,对如何将传统的微生物发酵与现代生物技术有机结合作了简要讨论。     

在“微生物学”课堂教学中立德树人

立德树人是高等教育的中心环节,思想政治工作应贯穿教育教学全过程。微生物学是一门与人类日常生活密切相关的学科。本文通过若干具体案例,介绍如何在"微生物学"课堂教学过程中立德树人。在传授微生物学专业知识的同时不断加强思想政治教育,从而提高学生的思想水平、政治觉悟、道德品质、文化素养,让学生成为德才兼备、全面发展的人才。此外,为其他自然科学类课程教学实现立德树人提供借鉴和参考。     

Origins of two hemiclonal hybrids among three Hexagrammos species (Teleostei: Hexagrammidae): genetic diversification through host switching

Two natural, hemiclonal hybrid strains were discovered in three Hexagrammos species. The natural hybrids, all of which were females that produced haploid eggs containing only the Hexagrammos octogrammus genome (maternal ancestor; hereafter Hoc), generated F₁ hybrid‐type offspring by fertilization with haploid sperm of Hexagrammos agrammus or Hexagrammos otakii (paternal species; Hag and Hot, respectively). This study was performed to clarify the extent of diversification between the two hybrids and the maternal ancestor. Genealogical analysis using mtDNA revealed that all 38 Hoc/Hot hybrids formed a branch (Branch I) with 18 of the 33 Hoc/Hag hybrids. No haplotype sharing was observed with the maternal ancestor. Further, microsatellite DNA analysis suggested that the members of Branch I shared the same hemiclonal genome set. The results suggested that Hoc/Hot hybrids originated by anomalous hybridization, or “host switching,” between Hoc/Hag and Hot, and not from interspecific hybridization between Hoc and Hot. The remaining 9 of 11 Hoc/Hag haplotypes and all of the 27 Hoc haplotypes were mixed within the genealogical tree, as if they had originated from multiple mutations. However, Hoc/Hag could also mate with Hoc. Although offspring from this host switch (Backcross‐Hoc) have the same genome as normal Hoc, a part of their genome retains genetic factors capable of producing hemiclones. Consequently, when a descendant of a BC‐Hoc hybrid mates with Hag males, a new hemiclone lineage will arise. Multiple haplotype revival through host switching from a single mutation in hybrids is another possible hypothesis for the observed mixing of Hoc/Hag haplotypes within the mtDNA genealogical tree.     

Differences in acquired knowledge and attitudes achieved with traditional,computer-supported and virtual laboratory biology laboratory exercises

This paper reports on the contribution to biological knowledge of three different laboratory technologies and also endeavours to discover which technology students prefer the most. To examine differences in knowledge gained and learners’ preferences for different technologies in biology laboratory work, we prepared three variants (triplets) of three laboratory exercises. Each laboratory variant in a triplet was prepared as a classical laboratory work, a computer-supported laboratory and an interactive virtual simulation. A group of 670 learners at a school for all genders, aged between 11 and 15 (6th to 9th grade) of lower secondary Slovenia schools performed three well-known and easy to perform laboratory exercises that are included in their curriculum (‘Gas Exchange’, ‘Activity of Yeast’ and ‘Heart Rate’) as a traditional, computer-supported laboratory and computer simulation. The data indicated that there were no statistical differences pertaining to students’ knowledge gain between these laboratory technologies with regard to grade, gender or school score. In this study, students preferred a computer-supported laboratory mostly followed by a classic laboratory with a computer simulation in last place, regardless of students’ grade, gender or academic scores.