口腔病理学研究性学习教学改革的尝试

为了培养有自学能力、信息获取能力、沟通能力和临床思维能力的高素质医学人才,建立适应人才培养需要的口腔病理学教学方法,本文采用行动研究方法,对基于问题解决为中心、研究性学习的教学方法进行了实验性研究,旨在探讨如何充分利用网络资源进行口腔医学教学改革的思路,希望对今后教学改革具有启示作用。     

Differential role for the striatum and cerebellum in response to novel movements using a motor learning paradigm.

The aim of this pilot study was to examine the role of the striatum and cerebellum in the adaptation to a novel movement within a sequence of practiced movements using a motor learning paradigm. The performance of patients in the early or advanced stages of Parkinson's disease (PD) and of patients with damage to the cerebellum (CE) was compared, respectively to a group of aged and young matched controls on an adapted version of the Mirror-Tracing Test. In this task, subjects were required to trace a series of complex figures in two conditions: (1) a Practiced condition, in which the figures were composed of the juxtaposition of three simple designs that were extensively practiced before; and (2) a Mixed condition in which triads were created by replacing the last simple figure of the triads in the Practiced condition by a new simple figure that had never been traced individually before. Results showed that all clinical groups were slower than controls at tracing the Practiced triads. Most interestingly, however, only patients in the advanced stages of PD showed increased completion time to trace the triads in the Mixed condition. This suggests that a bilateral striatal dysfunction affects the ability to adapt to a novel motion within a sequence of practiced movements. Although exploratory, these results support a functional dissociation between the striatum and cerebellum in acquiring visuomotor skilled behaviors.     

Effects of acute administration of d-amphetamine and haloperidol on procedural learning in man

The effects of an indirect dopamine-agonist, d-amphetamine, and a non-selective dopamine receptor antagonist, haloperidol, were investigated in normal male volunteers using a between-subjects double-blind design in a procedural learning task, thought mainly to involve unconscious/automatic learning. The results showed: (1) d-amphetamine facilitated response speed, whereas haloperidol inhibited it, in comparison to placebo; (2) the linear increase in procedural learning corresponded with pharmacological manipulation of degree of dopaminergic activity, i.e. subjects given haloperidol showed the least, and subjects given d-amphetamine the greatest, procedural learning. The implications of these findings are discussed in relation to investigation of abnormalities of procedural learning processes in schizophrenia. Received: 28 June 1996/Final version: 2 October 1996     

Long-term neurotoxicity of chlorpyrifos: spatial learning impairment on repeated acquisition in a water maze.

Organophosphate compounds are cholinesterase inhibitors widely used in agriculture, industry, household products, and even as chemical weapons. Their major mechanism of acute toxic action is the inhibition of acetylcholinesterase, which is responsible for the degradation of the neurotransmitter acetylcholine. An organophosphorus ester-induced chronic neurotoxicity (OPICN) syndrome has been proposed. The OPICN syndrome could result from both long-term exposure to subclinical doses of OPs and after acute poisoning. Development of animal models for the cognitive decline are required and could later help to elucidate the mechanisms involved in this long-term effect on the central nervous system. Previously, we have found performance decrements in a four-trial repeated acquisition spatial task in a water maze. The present study includes two experiments to extend the long-term behavioral effects observed. Rats were injected either once or twice with chlorpyrifos (CPF) and then tested months after in a two-trial repeated acquisition task in a water maze. Our results confirm and extend the long-term behavioral effects of subcutaneous administration of CPF. The two treatments used produced performance decrements that suggest functional central nervous system alterations.     

石杉碱甲和乙促进小鼠的空间辨别学习和记忆

石杉碱甲和乙是从石杉科石杉属植物蛇足石杉[Huperzia scrrata(Thunb.)Trev.]中分得的二个新生物碱。“Y”迷宫实验表明,ip Hup-A 0.075～0.125 mg/kg或Hup-B 0.4～0.8mg/kg,均能明显促进小鼠的空间辨别学习,并能显著预防CO₂产生的短时识别障碍,促进记忆保持和记忆再现。ig Hup-A 0.1～0.3 mg/kg或Hup-B 0.8 mg/kg也有促进学习的作用。促进作用Hup-A>Phys>Hup-B。剂量与效应曲线呈倒U型。     

醒脑静注射液对脑缺血再灌注小鼠记忆功能的保护作用

目的：观察醒脑静（XNJI）对脑缺血再灌注后小鼠记忆功能的保护作用。方法：采用暂时性阻断两侧颈总动脉的方法制备小鼠脑缺血再灌注损伤的模型。测试其被动回避能力，脑内抗氧化酶活性及小鼠断头喘气时间，结果：XNJI可延长脑缺血再灌注小鼠的避暗潜伏期，减少错误次数，并提高谷胱甘肽过氧化物酶（GSH-Px)的活性。延长小鼠断头喘气时间。结论：XNJI可明显减轻脑缺血再灌注导致的小鼠学习记忆功能障碍状态。其主要机制可能与抗氧化作用有关。     

普洛托品对正常大鼠学习能力及海马、大脑皮层乙酰胆碱酯酶活性的影响

目的：观察普洛托品（protopine,Pro)对正常大鼠学习能力及海马、大脑皮层乙酰胆碱酯酶活性的影响。方法：大鼠每天Pro 0.5mg/kg灌胃，28d后三等分Y迷宫测定大鼠学习成绩，并测定海马及大脑皮层乙酰胆碱酯酶活性。结果：Pro组大鼠达到学会标准所需的训练次数明显减少，与对照组比较差异有极显著性（P＜0．01），Pro组大鼠海马及大脑皮层乙酰胆碱酯酶活性亦明显降低，与对照组比较差异有显著性（P＜0．01，P＜0．05），结论：Pro可提高正常大鼠学习能力，并降低海马及大脑皮层乙酰胆碱酯酶活性。