Predator stress-induced depression is associated with inhibition of hippocampal neurogenesis in adult male mice

Stress has been suggested to disturb the 5-hydroxytryptamine system and decrease neurogenesis, which contribute to the development of depression. Few studies have investigated the effect of predator stress, a type of psychological stress, on depression and hippocampal neurogenesis in adult mice; we therefore investigated this in the present study. A total of 35 adult male Kunming mice were allocated to a cat stress group, cat odor stress group, cat stress + fluoxetine group, cat odor stress + fluoxetine group, or a control group(no stress/treatment). After 12 days of cat stress or cat odor stress, behavioral correlates of depression were measured using the open field test, elevated plus maze test, and dark-avoidance test. The concentrations of hippocampal 5-hydroxytryptamine and 5-hydroxyindoleacetic acid were measured using high-performance liquid chromatography-electrochemical detection. Neurogenesis was also analyzed using a bromodeoxyuridine and doublecortin double-immunostaining method. Cat stress and cat odor stress induced depression-like behaviors; this effect was stronger in the cat stress model. Furthermore, compared with the control group, cat stress mice exhibited lower 5-hydroxytryptamine concentrations, higher 5-hydroxyindoleacetic acid concentrations, and significantly fewer bromodeoxyuridine+/doublecortin+-labeled cells in the dentate gyrus, which was indicative of less neurogenesis. The changes observed in the cat stress group were not seen in the cat stress + fluoxetine group, which suggests that the effects of predator stress on depression and neurogenesis were reversed by fluoxetine. Taken together, our results indicate that depression-like behaviors induced by predator stress are associated with the inhibition of hippocampal neurogenesis.     

基础医学综合实验与实验设计课程教学改革实践

本着以课程为中心的原则，研究组在基础医学综合实验课程建设、运行方式、教学方法改革等方面积极探索；以联系疾病、联系应用为导向，广泛开展基于疾病动物模型制备及干预过程的实验教学；增加"创新性"实验项目，确保课程内容体现出前沿性和时代性；以生物医学前沿方法训练引领课程建设，着力培养学员的学习能力、实践能力和创新能力。此外，在优化以实践应用、创新性为导向的课程内容建设的基础上，打造虚拟仿真实验项目，尝试线上线下混合式教学，全方位提升学员的实践运用能力。     

Same-Day Yttrium-90 Radioembolization: Feasibility with Resin Microspheres

Purpose

To evaluate the feasibility of a same-day yttrium-90 (⁹⁰Y) radioembolization protocol with resin microspheres (including pretreatment angiography, lung shunt fraction [LSF] determination, and radioembolization) for the treatment of hepatocellular carcinoma (HCC) and liver metastases.

武连仲教授治疗坐骨神经痛经验

全国名中医天津中医药大学第一附属医院针灸科武连仲教授用多年的临床经验总结概括出针刺的理、法、方、穴、术，其创立的"通经止痛"针刺疗法在临床中疗效佳，武老在治疗坐骨神经痛时，取足太阳膀胱经和足少阳胆经具有走窜针感的经穴为主穴，其配伍精确，组方严密，手法独特，可供临床参考。本文将武老运用"痛经止痛"针刺法治疗坐骨神经痛的经验从"理、法、方、穴、术"方面做浅述。     

新生儿胃穿孔的临床特点及影响预后的因素

目的探讨新生儿胃穿孔的临床特点及影响预后的相关因素。方法本研究为回顾性研究。研究对象为山西省儿童医院新生儿外科2008年1月至2017年12月手术治疗的49例新生儿胃穿孔病例。分析这些患儿的临床表现、辅助检查、手术情况及预后等临床资料。根据预后将患儿分为存活组和死亡组,探讨影响患儿预后的相关因素。采用独立样本t检验或连续性校正χ^2检验(或Fisher精确概率法)分析数据。结果(1)49例患儿中,男29例(59.2%),女20例(40.8%);早产儿30例(61.2%),足月儿19例(38.8%);体重(2450±700)g,范围为1010~5000 g。29例(59.2%)为低出生体重儿。11例(22.4%)有围产期不良事件;17例(34.7%)术前合并感染性休克;6例(12.2%)合并其他消化道畸形。2例(4.1%)有生后窒息复苏史,2例(4.1%)合并呼吸窘迫综合征行机械通气,12例(24.5%)有留置胃管或洗胃史。(2)49例患儿的发病时间为(3.8±2.0)d,47例(95.9%)于生后1周内发病,其中36例于生后≤4 d发病;25例(51.0%)发病到手术时间≤12 h。(3)首发症状以单纯腹胀最常见[69.4%(34/49)],12例(24.5%)腹胀伴呕吐,39例(79.6%)患儿术前腹部立位X射线片可见膈下大量游离气体,肝脏受压下移,胃泡影减小或消失。(4)所有患儿入院后均急诊行开腹探查、胃壁一期修补术。术中见27例(55.1%)穿孔位于胃大弯,5例(10.2%)位于胃小弯,14例(28.6%)位于胃前壁,3例(6.1%)位于胃后壁。33例(67.3%)穿孔长径≥3 cm。术后3例(6.1%)发生切口感染,2例(4.1%)吻合口漏;1例术后48 h发现大量气液胸,再次手术证实为食道重复并食道穿孔。(5)49例中,35例(71.4%)的病因为先天性胃壁肌层缺损,4例(8.2%)为损伤,10例(20.4%)为自发性穿孔。(6)49例中,8例(16.3%)死亡,36例(73.5%)存活,5例(10.2%)术后放弃治疗。剔除5例放弃治疗的患儿后,存活组中发病到手术时间≤12 h及穿孔长径<3 cm患儿的比例高于死亡组[61.1%(22/36)与1/8,χ^2=4.404;41.7%(15/36)与0/8];死亡组合并感染性休克的比例高于存活组[6/8与22.2%(8/36),χ^2=6.147](P值均<0.05)。结论新生儿胃穿孔病死率较高,先天性胃壁肌层缺损是新生儿胃穿孔的病理基础和主要病因,突然出现的腹胀是其主要的临床表现。尽早手术有助于提高治愈率。     

基于微信平台的翻转课堂在神经病学教学中的应用

目的　探讨基于微信平台的翻转课堂在神经病学教学中的应用及其效果。方法　以浙江中医药大学滨江学院2014级临床医学专业学生为教学对象，设一班、三班共74名学生为实验组，二班38名学生为对照组。选择周围神经病、神经肌肉-接头疾病为教学内容，实验组采用翻转课堂教学，并利用微信平台进行课前预习、课后复习和互动交流；对照组采用传统教学。两组学生课前和课后分别进行微测试、不记名问卷调查；课程结束后统一进行期末考试，其中包含病例分析题，记录并分析每组学生期末考试和病例分析题成绩。所有数据用SPSS 20.0处理，行t 检验或卡方检验。结果　实验组学生的课后微测试成绩明显高于对照组（P=0.038）；期末考试成绩高于对照组（P=0.046），且期末考试中病例分析题得分高于对照组（P=0.026）。课前问卷调查显示，在学习内容了解程度和预习情况的评价上，实验组选择“良”的学生比例高于对照组（P<0.05）。课后问卷调查显示，实验组在学习兴趣的评价中选择“优”“良”的学生比例均高于对照组（P<0.05）；自学能力评价中选择“良”的学生比例、临床思维能力和教学满意度评价中选择“优”的学生比例均高于对照组（P<0.05）；且实验组在所有项目评价中选择“优”“良”的学生总体比例均高于对照组（P<0.05）。课后实验组学习兴趣评价中选择“优”“良”的学生总体比例高于课前（P<0.01）。结论　基于微信平台的翻转课堂在神经病学教学中的应用可行且有效，可弥补传统教学的不足，有助于提高学生的学习兴趣和自主学习能力、锻炼学生的临床思维，值得推广。