Development of stable HEK293T cell pools expressing CSFV E2 protein: A potential antigen expression platform

Large quantities of antigens are required since protective antigens, such as classical swine fever virus (CSFV) E2 protein, are widely used in diagnostic reagents and subunit vaccines. Compared to clonal cell lines and transient gene expression, stable cell pools provide a potential alternative platform to rapidly produce large amounts of antigens. In this work, firstly, Human embryonic kidney 293 T (HEK293T) cell pools expressing E2 protein were developed by transduction of lentiviral vectors. On the one hand, the SP7 was selected from 7 well-performing signal peptides to remarkably increase the production of E2 protein. On the other hand, it was found that high MOI could improve the expression of E2 protein by increasing gene copy numbers. Moreover, the HEK293T cell pools were evaluated for stability by passages and batch cultures, demonstrating that the cell pools were stable for at least 90 days. And then, the performance of the cell pools in batch, fed-batch, and semi-perfusion was studied. Among them, the titer of E2 protein was up to 2 g/L in semi-perfusion, which is currently the highest to the authors’ knowledge. Finally, the aggregations and immunogenicity of the E2 protein were analyzed by SDS-PAGE and immunization of mice, respectively. There was no significant difference in aggregations and antibody titers of E2 protein in three culture methods. These results suggest that stable HEK293T cell pools are a promising and robust platform for rapid and efficient production of recombinant proteins.     

医疗器械领域生物医学工程专业大学生创新能力培养的探索与实践

目前，我国在高端医疗器械领域与发达国家还存在很大差距，自主创新能力亟待提高。为全面培养医疗器械领域创新人才，推动医疗器械领域的发展，重庆医科大学生物医学工程专业提出了医疗器械领域理论知识传授、实践技能拔高和创新体系保障“三位一体”的创新人才培养体系，搭建了“感知-认识-启迪-挑战”4个阶段的课程体系框架，形成了以超声治疗设备为主线的特色课程。该培养模式经过3年实践，表明学生的创新能力、专业内涵建设质量及就业升学率稳步提升，该人才培养模式对我国高等医科院校医疗器械领域创新型人才培养具有借鉴意义。     

以岗位胜任力为导向的临床医学人才培养模式改革:以广西医科大学为例

通过进行"四位一体"的临床医学人才培养模式改革实践，建立不同面向的应用型高素质医疗卫生人才培养模式，构建适合于现代医学教育发展的课程教学体系，着力推进教育教学改革；解决了医学人才培养模式单一、课程体系条块分割、教学中讲授与训练单一、人才培养支撑能力建设不足等问题。此改革建立了一套强化医学生岗位胜任力培养的课程体系、教学方法及评价方式，达到了提高地方医学院校临床医学人才培养质量的目的。