Pathophysiology is set as a separated subject from others ever since its establishment in the medical schools in China in 1950s.Nowadays the curriculum of pathophysiology usually involves lectures and lab sessions,acc...Pathophysiology is set as a separated subject from others ever since its establishment in the medical schools in China in 1950s.Nowadays the curriculum of pathophysiology usually involves lectures and lab sessions,accounting for about two thirds and one third of the total class hours respectively.For a long time,traditional teaching mode is used predominantly in the instruction of pathophysiology in China.In the past decades,increasing problems of teaching have been gradually realized,among which the lose connection of lectures with clinical practices,the weakness of developing active learning abilities of students,and the insufficient laboratory training are most of note.As a subject investigating the mechanisms underlying the development of disease,pathophysiology helps medical students to develop skills to solve efficiently professional medical problems.How to teach the subject in a way that engages,enlightens and excites medical students to want to learn more?In recent years,great efforts have been made to establish student-centered and self-moti-vated learning mode in pathophysiology course in Nanjing Medical University.Emphasis has been placed on three aspects:the implementation of problem-based learning,the use of E-learning tools,and the increase of integrated or self-designed experiments.Challenges we are facing in continuing the teaching reforms are also presented.展开更多
AIM:To explore the effect of the periodic case analysis test on pathophysiology teaching.METHODS:We randomly selected two natural classes from Grade 2011 Clinical Medicine Specialty in our university and set them as e...AIM:To explore the effect of the periodic case analysis test on pathophysiology teaching.METHODS:We randomly selected two natural classes from Grade 2011 Clinical Medicine Specialty in our university and set them as experimental group and control group.There were 66 and 68 students in the two groups,respectively.For these two groups,the course background,pathophysiology course teaching and final exam conditions were all the same.In the teaching process,we had a written test every 8 teaching hours,5 times in each group.In experimental group,students were arranged to face some typical clinical cases,they must analyze and discuss the specific pathogenesis according to the recent theoretical knowledge.In the same teaching time,the control students need to complete a certain amount of traditional type homework which was mainly basic concepts,basic pathogenesis and no practical case analysis.We compared and analyzed the final test scores and the pass rates in the two groups,and calculated the mean rank sums of the examination results with nonparametric method Kruskal-Wallis test.RESULTS:The average score of the final exam was 82.69 in experimental group,but that in control group was 77.98.The pass rates were 89.5%and 81.2%in the two groups,respectively.The average test rank scores were 171.84 and 136.95,respectively.CONCLUSION:The periodic case analysis test can obviously improve the students'academic achievements,and has promoting effect on pathophysiology teaching.展开更多
Short international survey has been done among the members of International Society for Pathophysiology. 42 to 46 valid answers,which came from 22 countries,were accumulated and analyzed. The average of teaching hours...Short international survey has been done among the members of International Society for Pathophysiology. 42 to 46 valid answers,which came from 22 countries,were accumulated and analyzed. The average of teaching hours of pathophysiology course in various curricula is 146 out of 5 788 total teaching hours of medical curricula (lecture 58,seminars 44,practical 52). Average teaching materials consist of 863 pages of obligatory texts and 1 225 pages of recommended materials. An estimated students' 'study time' for successful mastering of the exam is 164 hours (along with 146 contact teaching/learning hours). A survey concerning an educational profile of the pathophysiologist (A),contents of teaching (B),a selective advantage of pathophysiology teaching (C) and personal advise of pathophysiologists with respect of educational curricula (D) have been quantified by number 1 through 10; one being the weakest and ten being the strongest. Each of the survey features (A through D) was described in advance by 8 different statements,among which participants gave their 'intensity of support' using numerical values 1-10. The outcome indicates that the best profile of pathophysiologists' education scheme is that with 'MD + PhD + postdoctoral training + any residency' (score 8.57) and weakest profile 'PhD in the field of molecular biology' (4.93). The strongest 'power and relevance of pathophysiology' has been given to type of the subject which '…represents an integrative frame of reference describing common principles of disease' (8.59),whereas the weakest to the 'It leads to the evidence based practice and reduces medical costs' (7.65). With reference to the teaching contents the highest rank was given to 'Symptoms/signs/dysfunctions correlations with molecular nature of etiopathogenetic processes' (8.67),whereas the weakest points were given to 'quantitative aspects of etiopathogenetic processes' (6.60). When pathophysiologists were asked to give 'an educated opinion' to his/her son to what kind of medical curricula is the most advisable the curriculum with 'preclinical courses + clinical courses + public health courses' was given 7.96 as the highest. The curriculum described as 'Therapy centered education,in which courses are organized according to the groups of therapeutical procedures and types of therapies (e.g. surgical procedures,antibiotics,etc.)' was selected the weakest (4.64).展开更多
Because the western medicine originates in western countries and those countries offer the cutting-edge technologies for current medical development,Chinese medical professionals need to learn from their foreign peers...Because the western medicine originates in western countries and those countries offer the cutting-edge technologies for current medical development,Chinese medical professionals need to learn from their foreign peers. When Chinese medical scholars go abroad,attend an international scientific conference or publish their research results,one issue they may face is the cross-culture academic English communication.展开更多
AIM:To develop the methods of PBL on pathophysiology teaching for the medical students.METHODS: We chose 1 class from the 7-year program students in China Medical University and conducted bilingual PBL course of patho...AIM:To develop the methods of PBL on pathophysiology teaching for the medical students.METHODS: We chose 1 class from the 7-year program students in China Medical University and conducted bilingual PBL course of pathophysiology,we also chose 1 class from the 5-year program students and conducted PBL course in Chinese,the other classes were in traditional curriculum. We used special textbook in PBL class.展开更多
Pathophysiology,dealing with the functional changes in the host with disease or particular syndrome,is regarded as a bridge to guide students from basic medicine to clinical medicine. However,the traditional way in te...Pathophysiology,dealing with the functional changes in the host with disease or particular syndrome,is regarded as a bridge to guide students from basic medicine to clinical medicine. However,the traditional way in teaching of pathophysiology is far from clinical practice,mainly focuses on the acquisition and mastery of theoretical knowledge. Moreover,it is difficult for students to master the basic theoretical knowledge specifically and effectively under the condition away from clinical patients. In order to enhance the association of basic course with clinic,to combine the lecture and learning knowledge and clinical skills,we try to perform the combination of teaching pathophysiology with clinical practice in the training program for teachers and teaching activities. 1. The object:(1)Based on typical clinical cases,students participate bed side teaching and study theoretical knowledge.(2)To create whole concept on association among organs and systems of human diseases.展开更多
Pathophysiology is a bridge discipline between preclinical medicine and clinical medicine. The course design is closely related to the teaching effectiveness. Continuously optimizing the traditional curriculum whole a...Pathophysiology is a bridge discipline between preclinical medicine and clinical medicine. The course design is closely related to the teaching effectiveness. Continuously optimizing the traditional curriculum whole and adaptively to the medical development in the new century,we achieve the best teaching results since the following setting up have been made. 1.展开更多
Ciliary neurotrophic factor (CNTF) has been implicated in the pathophysiology of injury to the central nervous system. The rapid increase in CNTF production following spinal cord injury (SCI) in rats is thought to ser...Ciliary neurotrophic factor (CNTF) has been implicated in the pathophysiology of injury to the central nervous system. The rapid increase in CNTF production following spinal cord injury (SCI) in rats is thought to serve a role in the neuronal survival and functional recovery. In this study, 40 SD rats were divided into four groups.- sham-展开更多
As the bridge of basic and clinical medicine courses,the teaching goal of pathophysiology is to guarantee the medical students with the ability to analyze and solve the practical problems of clinical work.The training...As the bridge of basic and clinical medicine courses,the teaching goal of pathophysiology is to guarantee the medical students with the ability to analyze and solve the practical problems of clinical work.The training of clinical thinking is an important part in the teaching of pathophysiology.The basic mechanism of diseases,being the key content in the course,is also one of the most active fields in medical research.How to arouse the students'interest and their creative thinking is another important issue in the instructional design of pathophysiology.Integrated thinking training on both clinical and scientific research has been explored by problem-based situation teaching,web-based independent study and exploratory experiments in our teaching program.The analytical and application ability could be improved by the problem-based situation teaching.Expanded view on medical research by web-based independent study arouses the students'interest and their creative thinking.Exploratory experiments provide the practice platform to test whether their ideas are workable.展开更多
Objective·To investigate the role of mitochondrial solute carrier family 25 member 13(SLC25A13)on breast cancer development.Methods·SLC25A13 mRNA and protein expressions in invasive breast cancer tissues and...Objective·To investigate the role of mitochondrial solute carrier family 25 member 13(SLC25A13)on breast cancer development.Methods·SLC25A13 mRNA and protein expressions in invasive breast cancer tissues and normal breast tissues were from The Cancer Genome Atlas(TCGA)breast cancer dataset.Survival analysis was conducted online by Kaplan-Meier software.MCF-7 cell line was used for in vitro cell assay.Knockdown of SLC25A13 and sirtuin 2(SIRT2)were conducted by siRNA transfection.Cell viability was measured with trypan blue exclusion.Cell cycle arrest was determined by flow cytometry.The mRNA expression of SLC25A13 and P27 were detected by quantitative PCR.The protein level of SLC25A13,P27 and SIRT2 were detected by Western blotting.Protein half-life of P27 was assessed by Western blotting after cycloheximide treatment.Results·SLC25A13 was up-regulated in invasive breast cancer tissues.High expression of SLC25A13 correlated with poor overall survival and breast cancer recurrence.SLC25A13 knockdown inhibited MCF-7 cell cycle progression.P27 and SIRT2 both accumulated after SLC25A13 knockdown.P27 accumulation resulted from prolonged protein half-life.Knockdown of SIRT2 restored cell cycle arrest as well as P27 accumulation caused by SLC25A13 silencing.Conclusion·High expression of SLC25A13 may promote cell cycle progression via SIRT2 in breast cancer development.展开更多
AIM: To gain a higher quality of pathophysiology laboratory teaching for foreign students. METHODS: We have explored the characteristics of foreign students,the choice of textbook,preparation for the course together,...AIM: To gain a higher quality of pathophysiology laboratory teaching for foreign students. METHODS: We have explored the characteristics of foreign students,the choice of textbook,preparation for the course together,do the experiment before class and the improvement of foreign language of teachers during the course.RESULTS: We have gained a higher quality of pathophysiology laboratory teaching of foreign students. CONCLUSION: To gain a higher quality of pathophysiology laboratory teaching of foreing students,we should improve greatly in understanding the characteristics of foreign students,compiling suitable textbook,organizing the preparation for the course together,planning the pre-experiment and enhancing the level of foreign language of teachers.展开更多
In 2002,the Core Committee of the Institute for International Medical Education(IIME)developed the concept of Global Minimum Essential Requirements in Medical Education("essentials"),in which a set of minimu...In 2002,the Core Committee of the Institute for International Medical Education(IIME)developed the concept of Global Minimum Essential Requirements in Medical Education("essentials"),in which a set of minimum outcomes have been defined for the medical students to demonstrate at graduation.To attain these requirements,the Ministry of Education of the People’s Republic of China has proposed the Outstanding Clinician Cultivation Plan in the National Outline of Medium and Long-term Program for Education Reform and Development(2010-2020).Among the proposed seven outcomes in the"essentials",the core competence includes critical thinking and research,communication skills,and information management.To this end,we have taken various measures to maximally implement the Outstanding Clinician Cultivation Plan in pathophysiology teaching.In this meeting,I would like to share with our colleagues the thoughts to reform the functional experimental courses by a substantial interdisciplinary cooperation through Physiology,Pathophysiology and Pharmacology Departments.Based on the preliminary trials,we feel that the reform can ensure the resource sharing(teachers and the laboratory equipments),and also allows us to carry out the experiments gradually from basic skill training,unifactorial and multifactorial/integrative experiments,to the explorative scientific research,which is beneficial not only for the students but also for the young teachers in cultivating their creative thinking,communication skills,and information management.We also believe that getting in touch with the clinical patients in early stage during pathophysiology teaching will nurture the students with right professional values and humanitarian feelings in addition to eliciting the interests of learning.展开更多
OBJECTIVE To investigate the mechanisms of histone deacetylase 6(HDAC6)deacetylation activity on NALP3 inflammasome activation and explore the protective effect s of pharmacological inhibition of HDAC6 on dopaminergic...OBJECTIVE To investigate the mechanisms of histone deacetylase 6(HDAC6)deacetylation activity on NALP3 inflammasome activation and explore the protective effect s of pharmacological inhibition of HDAC6 on dopaminergic injury.METHODS In vitro and in vivo6-OHDA induced Parkinson disease(PD) model was used.To distinguish the effect of deacetylase catalytic domains of HDAC6,we used a specific HDAC6 inhibitor tubastatin A(TBA),siRNAHDAC6,and pcDNA-HDAC6-FLAG plasmid.First,the role of pharmacological inhibition or siRNA or overexpression of HDAC6 on NALP3 inflammasome and cell death was explored by using Western blotting,TUNEL,and flow cytometric analysis.Then,the acetylation level of peroxiredoxin 2(Prx2) and the production of reactive oxygen species(ROS) in cells under different treatments was examined by using immunoprecipitation and DCFH-DA fluorescence assay.The effects of TBA on neuroinflammation and nigrostriatal dopaminergic system in vivo was further investigated by using Western blotting,immunohistochemistry and HPLC analysis.RESULTS TBA remarkably inhibited 6-OHDA induced NALP3 inflammasome activation,reduced dopaminergic neurodegeneration and neuroinflammation as demonstrated by increased TH-positive neurons,striatal levels of DA and its metabolites,and decreased gliocyte proliferation.TBA recovered acetylation of Prx2,and reduced ROS production,which was associated with decreased NALP3 inflammasome activation.CONCLUSION HDAC6 may medicate deacetylation of Prx2 contributes to NALP3 inflammasome activation in PD pathology,suggesting that the development of specific pharmacological inhibitors of HDAC6 be required for this kind of disease.展开更多
Objective Stroke is a leading cause of death and disability worldwide,with ischemic stroke accounting for 80%-85%of cases.Despite the prevalence,effective treatments remain scarce.The compelling evidence suggest that ...Objective Stroke is a leading cause of death and disability worldwide,with ischemic stroke accounting for 80%-85%of cases.Despite the prevalence,effective treatments remain scarce.The compelling evidence suggest that high concentrations of ATP in the brain post-stroke can trigger irreversible neuronal damage and necrosis,contributing to a range of neurocellular dysfunctions.Pyroptosis,a recently identified form of programmed cell death,is characterized by caspase-1 activation and the action of the Gasdermin D(GSDMD)protein family,leading to cell perforation and inflammatory death.Methods In this study,human neuroblastoma SH-SY5Y cells were used to investigate the mechanisms of ATP-induced neurotoxicity and the protective effects of hydrogen sulfide(H_(2)S)against this toxicity through the antagonization of pyroptosis.We employed CCK-8 and LDH assays to assess cell viability.YO-PRO-1 fluorescent dyes and flow cytometry were conducted for detecting changes in cell membrane permeability.Western blot analysis was used to measure protein levels associated with cellular dysfunction.Results Our results indicate that high concentrations of ATP enhance cytotoxicity and increase cell membrane permeability in SH-SY5Y cells,that are mitigated by the H_(2)S donor NaHS.Furthermore,ATP was found to promote the activation of the NOD-like receptor pyrin domain-containing 1(NLRP-1),caspase-1,and the cleavage of GSDMD,with NaHS significantly attenuating these effects.Conclusion Our research suggests that H2S protects SH-SY5Y cells from ATP-induced neurotoxicity through a mechanism mediated by the NLRP1,caspase-1,and GSDMD pathway.展开更多
Problem-based learning(PBL)is a powerful small-group learning tool that challenges students to seek solutions to real-world problems.Classic PBL uses ill-structured problems to simulate the conditions that occur in th...Problem-based learning(PBL)is a powerful small-group learning tool that challenges students to seek solutions to real-world problems.Classic PBL uses ill-structured problems to simulate the conditions that occur in the real environment.An important aspect of PBL problems is the affordances that they hold for engaging students in discussion of important content knowledge.One approach to developing problems is to work backwards from exam questions.Another approach is to identify current debates in the field of study and have students exploring the major issues.In order to capture students’interest,the instructor may use presentation formats such as opeds from fictitious newspapers,data from experimental studies and case reports.After problems have been created and even implemented in the curriculum,they should be revised and improved,as needed.These ill-structured problems including story problems,rule using/rule induction,decision making,troubleshooting,diagnosis solution,strategic performance,policy,design,and dilemmas.The problems are designed to arouse student curiosity,attempt to engage students in authentic and interesting types of activities,and prepare them to think critically and analytically.These questions serve to assist in organizing,generalizing,and evaluating knowledge;to probe for supporting evidence;to explore faulty reasoning;to stimulate discussion of attitudes;and to develop self-directed learning and self-assessment skills.Students and faculty usually find the learning experience productive and enjoyable.展开更多
As a structural protein, the physiological function of tau proteins is to promote microtu-bule assembly and maintain the stability of the microtubules, so that to build up the tracks for axonal transport of the neuron...As a structural protein, the physiological function of tau proteins is to promote microtu-bule assembly and maintain the stability of the microtubules, so that to build up the tracks for axonal transport of the neurons. Recent studies suggest that tau is also actively involved in regulation of cell viability and enzymatic reaction. In Alzheimer disease (AD) and other tauopathies, tau proteins are abnormally hyperphosphorylated or cleaved, or the gene mutated, which result in intracellular tau accumulation and formation of neurofibrillary tangles in the degenerated neurons. In addition to hyperphosphorylation, many other types of tau posttranslational modifications have been identified in the brains of AD patients and/or the transgenic mouse models. To date, it is not clear how the abnormality of tau causes neurodegeneration and memory deficits. By overexpressing human full-length wildtype tau to mimic tau abnormality as seen in the brain of sporadic AD patients, we found that tau accumulation activated JAK2 to phosphorylate STAT1 at Tyr701 leading to STAT1 dimerization, nuclear translocation and its activation. STAT1 activation suppressed expression of NMDAR through direct binding to the specific GAS element of Glu N1, Glu N2A and Glu N2B promoters, while knockdown STAT1 by AAV-Cre in STAT1 flox/flox mice or expressing dominant negative Y701F-STAT1 efficiently rescued tau-induced suppression of NMDAR expression with amelioration of synaptic functions and memory performance.These findings indicate that tau accumulation impairs synaptic plasticity through JAK2/STAT1-induced suppression of NMDAR expression, which reveals a novel mechanism for tau-associated synapse and memory deficits in AD and other tauopathies.展开更多
文摘Pathophysiology is set as a separated subject from others ever since its establishment in the medical schools in China in 1950s.Nowadays the curriculum of pathophysiology usually involves lectures and lab sessions,accounting for about two thirds and one third of the total class hours respectively.For a long time,traditional teaching mode is used predominantly in the instruction of pathophysiology in China.In the past decades,increasing problems of teaching have been gradually realized,among which the lose connection of lectures with clinical practices,the weakness of developing active learning abilities of students,and the insufficient laboratory training are most of note.As a subject investigating the mechanisms underlying the development of disease,pathophysiology helps medical students to develop skills to solve efficiently professional medical problems.How to teach the subject in a way that engages,enlightens and excites medical students to want to learn more?In recent years,great efforts have been made to establish student-centered and self-moti-vated learning mode in pathophysiology course in Nanjing Medical University.Emphasis has been placed on three aspects:the implementation of problem-based learning,the use of E-learning tools,and the increase of integrated or self-designed experiments.Challenges we are facing in continuing the teaching reforms are also presented.
文摘AIM:To explore the effect of the periodic case analysis test on pathophysiology teaching.METHODS:We randomly selected two natural classes from Grade 2011 Clinical Medicine Specialty in our university and set them as experimental group and control group.There were 66 and 68 students in the two groups,respectively.For these two groups,the course background,pathophysiology course teaching and final exam conditions were all the same.In the teaching process,we had a written test every 8 teaching hours,5 times in each group.In experimental group,students were arranged to face some typical clinical cases,they must analyze and discuss the specific pathogenesis according to the recent theoretical knowledge.In the same teaching time,the control students need to complete a certain amount of traditional type homework which was mainly basic concepts,basic pathogenesis and no practical case analysis.We compared and analyzed the final test scores and the pass rates in the two groups,and calculated the mean rank sums of the examination results with nonparametric method Kruskal-Wallis test.RESULTS:The average score of the final exam was 82.69 in experimental group,but that in control group was 77.98.The pass rates were 89.5%and 81.2%in the two groups,respectively.The average test rank scores were 171.84 and 136.95,respectively.CONCLUSION:The periodic case analysis test can obviously improve the students'academic achievements,and has promoting effect on pathophysiology teaching.
文摘Short international survey has been done among the members of International Society for Pathophysiology. 42 to 46 valid answers,which came from 22 countries,were accumulated and analyzed. The average of teaching hours of pathophysiology course in various curricula is 146 out of 5 788 total teaching hours of medical curricula (lecture 58,seminars 44,practical 52). Average teaching materials consist of 863 pages of obligatory texts and 1 225 pages of recommended materials. An estimated students' 'study time' for successful mastering of the exam is 164 hours (along with 146 contact teaching/learning hours). A survey concerning an educational profile of the pathophysiologist (A),contents of teaching (B),a selective advantage of pathophysiology teaching (C) and personal advise of pathophysiologists with respect of educational curricula (D) have been quantified by number 1 through 10; one being the weakest and ten being the strongest. Each of the survey features (A through D) was described in advance by 8 different statements,among which participants gave their 'intensity of support' using numerical values 1-10. The outcome indicates that the best profile of pathophysiologists' education scheme is that with 'MD + PhD + postdoctoral training + any residency' (score 8.57) and weakest profile 'PhD in the field of molecular biology' (4.93). The strongest 'power and relevance of pathophysiology' has been given to type of the subject which '…represents an integrative frame of reference describing common principles of disease' (8.59),whereas the weakest to the 'It leads to the evidence based practice and reduces medical costs' (7.65). With reference to the teaching contents the highest rank was given to 'Symptoms/signs/dysfunctions correlations with molecular nature of etiopathogenetic processes' (8.67),whereas the weakest points were given to 'quantitative aspects of etiopathogenetic processes' (6.60). When pathophysiologists were asked to give 'an educated opinion' to his/her son to what kind of medical curricula is the most advisable the curriculum with 'preclinical courses + clinical courses + public health courses' was given 7.96 as the highest. The curriculum described as 'Therapy centered education,in which courses are organized according to the groups of therapeutical procedures and types of therapies (e.g. surgical procedures,antibiotics,etc.)' was selected the weakest (4.64).
文摘Because the western medicine originates in western countries and those countries offer the cutting-edge technologies for current medical development,Chinese medical professionals need to learn from their foreign peers. When Chinese medical scholars go abroad,attend an international scientific conference or publish their research results,one issue they may face is the cross-culture academic English communication.
文摘AIM:To develop the methods of PBL on pathophysiology teaching for the medical students.METHODS: We chose 1 class from the 7-year program students in China Medical University and conducted bilingual PBL course of pathophysiology,we also chose 1 class from the 5-year program students and conducted PBL course in Chinese,the other classes were in traditional curriculum. We used special textbook in PBL class.
文摘Pathophysiology,dealing with the functional changes in the host with disease or particular syndrome,is regarded as a bridge to guide students from basic medicine to clinical medicine. However,the traditional way in teaching of pathophysiology is far from clinical practice,mainly focuses on the acquisition and mastery of theoretical knowledge. Moreover,it is difficult for students to master the basic theoretical knowledge specifically and effectively under the condition away from clinical patients. In order to enhance the association of basic course with clinic,to combine the lecture and learning knowledge and clinical skills,we try to perform the combination of teaching pathophysiology with clinical practice in the training program for teachers and teaching activities. 1. The object:(1)Based on typical clinical cases,students participate bed side teaching and study theoretical knowledge.(2)To create whole concept on association among organs and systems of human diseases.
文摘Pathophysiology is a bridge discipline between preclinical medicine and clinical medicine. The course design is closely related to the teaching effectiveness. Continuously optimizing the traditional curriculum whole and adaptively to the medical development in the new century,we achieve the best teaching results since the following setting up have been made. 1.
文摘Ciliary neurotrophic factor (CNTF) has been implicated in the pathophysiology of injury to the central nervous system. The rapid increase in CNTF production following spinal cord injury (SCI) in rats is thought to serve a role in the neuronal survival and functional recovery. In this study, 40 SD rats were divided into four groups.- sham-
基金National High-Quality Course&Sun Yat-sen University Teaching Reform Grants
文摘As the bridge of basic and clinical medicine courses,the teaching goal of pathophysiology is to guarantee the medical students with the ability to analyze and solve the practical problems of clinical work.The training of clinical thinking is an important part in the teaching of pathophysiology.The basic mechanism of diseases,being the key content in the course,is also one of the most active fields in medical research.How to arouse the students'interest and their creative thinking is another important issue in the instructional design of pathophysiology.Integrated thinking training on both clinical and scientific research has been explored by problem-based situation teaching,web-based independent study and exploratory experiments in our teaching program.The analytical and application ability could be improved by the problem-based situation teaching.Expanded view on medical research by web-based independent study arouses the students'interest and their creative thinking.Exploratory experiments provide the practice platform to test whether their ideas are workable.
基金Morning Star Prograrm of Shanghai Municipal Science and Technology Commission,11QA1403700Shanghai College Experimental Technology Team Building PlanK.C.Wong Medical Fellowship Fund,Shanghai Jiao Tong University~~
文摘Objective·To investigate the role of mitochondrial solute carrier family 25 member 13(SLC25A13)on breast cancer development.Methods·SLC25A13 mRNA and protein expressions in invasive breast cancer tissues and normal breast tissues were from The Cancer Genome Atlas(TCGA)breast cancer dataset.Survival analysis was conducted online by Kaplan-Meier software.MCF-7 cell line was used for in vitro cell assay.Knockdown of SLC25A13 and sirtuin 2(SIRT2)were conducted by siRNA transfection.Cell viability was measured with trypan blue exclusion.Cell cycle arrest was determined by flow cytometry.The mRNA expression of SLC25A13 and P27 were detected by quantitative PCR.The protein level of SLC25A13,P27 and SIRT2 were detected by Western blotting.Protein half-life of P27 was assessed by Western blotting after cycloheximide treatment.Results·SLC25A13 was up-regulated in invasive breast cancer tissues.High expression of SLC25A13 correlated with poor overall survival and breast cancer recurrence.SLC25A13 knockdown inhibited MCF-7 cell cycle progression.P27 and SIRT2 both accumulated after SLC25A13 knockdown.P27 accumulation resulted from prolonged protein half-life.Knockdown of SIRT2 restored cell cycle arrest as well as P27 accumulation caused by SLC25A13 silencing.Conclusion·High expression of SLC25A13 may promote cell cycle progression via SIRT2 in breast cancer development.
文摘AIM: To gain a higher quality of pathophysiology laboratory teaching for foreign students. METHODS: We have explored the characteristics of foreign students,the choice of textbook,preparation for the course together,do the experiment before class and the improvement of foreign language of teachers during the course.RESULTS: We have gained a higher quality of pathophysiology laboratory teaching of foreign students. CONCLUSION: To gain a higher quality of pathophysiology laboratory teaching of foreing students,we should improve greatly in understanding the characteristics of foreign students,compiling suitable textbook,organizing the preparation for the course together,planning the pre-experiment and enhancing the level of foreign language of teachers.
文摘In 2002,the Core Committee of the Institute for International Medical Education(IIME)developed the concept of Global Minimum Essential Requirements in Medical Education("essentials"),in which a set of minimum outcomes have been defined for the medical students to demonstrate at graduation.To attain these requirements,the Ministry of Education of the People’s Republic of China has proposed the Outstanding Clinician Cultivation Plan in the National Outline of Medium and Long-term Program for Education Reform and Development(2010-2020).Among the proposed seven outcomes in the"essentials",the core competence includes critical thinking and research,communication skills,and information management.To this end,we have taken various measures to maximally implement the Outstanding Clinician Cultivation Plan in pathophysiology teaching.In this meeting,I would like to share with our colleagues the thoughts to reform the functional experimental courses by a substantial interdisciplinary cooperation through Physiology,Pathophysiology and Pharmacology Departments.Based on the preliminary trials,we feel that the reform can ensure the resource sharing(teachers and the laboratory equipments),and also allows us to carry out the experiments gradually from basic skill training,unifactorial and multifactorial/integrative experiments,to the explorative scientific research,which is beneficial not only for the students but also for the young teachers in cultivating their creative thinking,communication skills,and information management.We also believe that getting in touch with the clinical patients in early stage during pathophysiology teaching will nurture the students with right professional values and humanitarian feelings in addition to eliciting the interests of learning.
基金Key Technologies Research and Development Program of Shandong Province (2017GSF18171,2018GSF118139).
文摘OBJECTIVE To investigate the mechanisms of histone deacetylase 6(HDAC6)deacetylation activity on NALP3 inflammasome activation and explore the protective effect s of pharmacological inhibition of HDAC6 on dopaminergic injury.METHODS In vitro and in vivo6-OHDA induced Parkinson disease(PD) model was used.To distinguish the effect of deacetylase catalytic domains of HDAC6,we used a specific HDAC6 inhibitor tubastatin A(TBA),siRNAHDAC6,and pcDNA-HDAC6-FLAG plasmid.First,the role of pharmacological inhibition or siRNA or overexpression of HDAC6 on NALP3 inflammasome and cell death was explored by using Western blotting,TUNEL,and flow cytometric analysis.Then,the acetylation level of peroxiredoxin 2(Prx2) and the production of reactive oxygen species(ROS) in cells under different treatments was examined by using immunoprecipitation and DCFH-DA fluorescence assay.The effects of TBA on neuroinflammation and nigrostriatal dopaminergic system in vivo was further investigated by using Western blotting,immunohistochemistry and HPLC analysis.RESULTS TBA remarkably inhibited 6-OHDA induced NALP3 inflammasome activation,reduced dopaminergic neurodegeneration and neuroinflammation as demonstrated by increased TH-positive neurons,striatal levels of DA and its metabolites,and decreased gliocyte proliferation.TBA recovered acetylation of Prx2,and reduced ROS production,which was associated with decreased NALP3 inflammasome activation.CONCLUSION HDAC6 may medicate deacetylation of Prx2 contributes to NALP3 inflammasome activation in PD pathology,suggesting that the development of specific pharmacological inhibitors of HDAC6 be required for this kind of disease.
文摘Objective Stroke is a leading cause of death and disability worldwide,with ischemic stroke accounting for 80%-85%of cases.Despite the prevalence,effective treatments remain scarce.The compelling evidence suggest that high concentrations of ATP in the brain post-stroke can trigger irreversible neuronal damage and necrosis,contributing to a range of neurocellular dysfunctions.Pyroptosis,a recently identified form of programmed cell death,is characterized by caspase-1 activation and the action of the Gasdermin D(GSDMD)protein family,leading to cell perforation and inflammatory death.Methods In this study,human neuroblastoma SH-SY5Y cells were used to investigate the mechanisms of ATP-induced neurotoxicity and the protective effects of hydrogen sulfide(H_(2)S)against this toxicity through the antagonization of pyroptosis.We employed CCK-8 and LDH assays to assess cell viability.YO-PRO-1 fluorescent dyes and flow cytometry were conducted for detecting changes in cell membrane permeability.Western blot analysis was used to measure protein levels associated with cellular dysfunction.Results Our results indicate that high concentrations of ATP enhance cytotoxicity and increase cell membrane permeability in SH-SY5Y cells,that are mitigated by the H_(2)S donor NaHS.Furthermore,ATP was found to promote the activation of the NOD-like receptor pyrin domain-containing 1(NLRP-1),caspase-1,and the cleavage of GSDMD,with NaHS significantly attenuating these effects.Conclusion Our research suggests that H2S protects SH-SY5Y cells from ATP-induced neurotoxicity through a mechanism mediated by the NLRP1,caspase-1,and GSDMD pathway.
文摘Problem-based learning(PBL)is a powerful small-group learning tool that challenges students to seek solutions to real-world problems.Classic PBL uses ill-structured problems to simulate the conditions that occur in the real environment.An important aspect of PBL problems is the affordances that they hold for engaging students in discussion of important content knowledge.One approach to developing problems is to work backwards from exam questions.Another approach is to identify current debates in the field of study and have students exploring the major issues.In order to capture students’interest,the instructor may use presentation formats such as opeds from fictitious newspapers,data from experimental studies and case reports.After problems have been created and even implemented in the curriculum,they should be revised and improved,as needed.These ill-structured problems including story problems,rule using/rule induction,decision making,troubleshooting,diagnosis solution,strategic performance,policy,design,and dilemmas.The problems are designed to arouse student curiosity,attempt to engage students in authentic and interesting types of activities,and prepare them to think critically and analytically.These questions serve to assist in organizing,generalizing,and evaluating knowledge;to probe for supporting evidence;to explore faulty reasoning;to stimulate discussion of attitudes;and to develop self-directed learning and self-assessment skills.Students and faculty usually find the learning experience productive and enjoyable.
文摘As a structural protein, the physiological function of tau proteins is to promote microtu-bule assembly and maintain the stability of the microtubules, so that to build up the tracks for axonal transport of the neurons. Recent studies suggest that tau is also actively involved in regulation of cell viability and enzymatic reaction. In Alzheimer disease (AD) and other tauopathies, tau proteins are abnormally hyperphosphorylated or cleaved, or the gene mutated, which result in intracellular tau accumulation and formation of neurofibrillary tangles in the degenerated neurons. In addition to hyperphosphorylation, many other types of tau posttranslational modifications have been identified in the brains of AD patients and/or the transgenic mouse models. To date, it is not clear how the abnormality of tau causes neurodegeneration and memory deficits. By overexpressing human full-length wildtype tau to mimic tau abnormality as seen in the brain of sporadic AD patients, we found that tau accumulation activated JAK2 to phosphorylate STAT1 at Tyr701 leading to STAT1 dimerization, nuclear translocation and its activation. STAT1 activation suppressed expression of NMDAR through direct binding to the specific GAS element of Glu N1, Glu N2A and Glu N2B promoters, while knockdown STAT1 by AAV-Cre in STAT1 flox/flox mice or expressing dominant negative Y701F-STAT1 efficiently rescued tau-induced suppression of NMDAR expression with amelioration of synaptic functions and memory performance.These findings indicate that tau accumulation impairs synaptic plasticity through JAK2/STAT1-induced suppression of NMDAR expression, which reveals a novel mechanism for tau-associated synapse and memory deficits in AD and other tauopathies.
