以信息技术构建系统解剖学网络课程体系的实践和思考

为推动医学教育的信息化建设,进一步提升教师的信息化的认知,遵义医科大学积极推广数字化教学工具,创新教育教学管理,促进信息技术与教育的深度融合。为此选择临床专业系统解剖学进行网络课程体系的建立,利用Camtasia studio 9、Adobe After Effects CS6及格式工厂等视频软件制作系统解剖学的网络课程,并在超星学习通平台上打造专属的系统解剖学网络课程体系,进行线上教学模式的探索。通过对线上、线下教学的评估得知,此次线上教学改革达到了预期的教学效果,激发了学生学习的自主性,实现了系统解剖学的教学要求;但还有许多问题,如何将线上线下更好地融合,还有待进一步探索。     

广州地区高校医学生自主学习差异性研究

目的 了解广州地区医学生自主学习情况,分析影响广州地区医学生自主学习的要素,探讨提高医学生自主学习能力的策略。方法 采用自编的《医学生自主学习问卷》对广州市6所高等院校的2 480名医学生进行分层抽样调查。采用SPSS 22.0统计软件对资料进行统计学分析。结果 医学生专业与自主学习频率（χ²=21.33,P<0.001）、性别与自主学习有效性（χ²=4.86,P=0.027）、学年制与自主学习必要性认知（χ²=4.65,P=0.031）、家庭指导与自主学习方法选择能力适宜性的差异有统计学意义（χ²=32.43,P<0.001）。结论 学校、个人和家庭共同影响医学生的自主学习,三方应该相互协作,提高医学生自主学习能力,培育具备终身学习能力的高素质医学人才。     

通脉益智胶囊对小鼠反复脑缺血再灌流后行为学的影响

为了观察通脉益智胶囊对小鼠反复脑缺血再灌流后行为学的影响,我们将４０只小鼠分为４组,经反复脑缺血再灌加降血压法造模后,分别给予生理盐水、通脉益智胶囊、喜德镇灌胃,术后进行跳台、水迷宫实验测试。结果显示,模型组小鼠潜伏期缩短、游全程时间延长、错误次数增多;通脉益智胶囊组能使上述指标好转,统计学上有显著差异。本实验证实了反复脑缺血再灌流明显造成了小鼠学习、记忆功能障碍,而通脉益智胶囊可对抗此障碍,提高学习、记忆能力。     

学习障碍儿筛检测试的应用研究

目的：为在我国开展学习障碍的研究提供筛查工具,对日本PRS在江苏省进行标准化研究。方法：采用PRS测试江苏省12市城乡5～15岁普通学校中小学生和幼儿园儿童6676名,进行标准化研究。结果：PRS项目测试具有较高的可靠性,言语性以及非言语性领域Cronbach’sa系数均大于093,全项目则达到096;因子分析则间接提示本次测试的有效性;各项目得分比日本样本更接近正态分布,各项目以及各领域得分均略高于日本。作为筛查学习障碍界值是合适的。结论：PRS在江苏省可用于筛俭学习能力障碍,需进一步加强应用研究。     

The parafascicular nucleus and two-way active avoidance: effects of electrical stimulation and electrode implantation

To evaluate whether electrical stimulation of the parafascicular nucleus (PF) can improve short-term (24 h) and/or long-term (21 days) retention of two-way active avoidance, rats were implanted with an electrode at this nucleus (experimental groups) or above it (control groups). After a single 30-trial acquisition session, experimental groups were submitted to a 10-min session of electrical stimulation. Results showed that the simple implantation of an electrode at the posterior PF enhanced by itself the acquisition of two-way active avoidance, in such a way that the subsequent stimulation of this region may have been unable to further improve the performance of the rats. On the other hand, parafascicular stimulation improved the 24-h retention of the task in a site-specific way, since this effect was mainly seen after stimulation of the central PF region. The facilitative effect on 24-h retention could also depend on the level of performance achieved during the acquisition session, because this improvement was only evidenced in poorly learning animals. No effects were found on 21-day retention. The present results confirm the involvement of the PF in learning and memory and the functional heterogeneity of this nucleus. Received: 4 August 1998 / Accepted: 7 July 1999     

Communication problems in Turner syndrome: a sample survey

Turner syndrome is a condition first recognized in 1938 with an incidence estimated at 1/2500 female births. It is known to result from a missing X chromosome and has as its main features a short stature, ovarian dysgenesis, neck webbing, congenital peripheral lymphedema, coarction of the aorta, cubitus valgus, dysplastic nails, and pigmented nevi. In addition, psychosocial difficulties including communication disorders may occur. While the physical characteristics of Turner syndrome have been well documented, information on the communication problems in Turner syndrome is scarce. This study reports the results of a sample survey in 128 girls with Turner syndrome ranging in age from 2.4 to 58.8 years. Results are presented on the occurrence and nature of speech and language problems (voice disorders, articulation problems, stuttering, and delayed language development), on the presence of learning disabilities, and on educational history.     

Neuronal activity in the cerebellar interpositus and lateral pontine nuclei during inhibitory classical conditioning of the eyeblink response

Single-unit neuronal activity was recorded from the cerebellar interpositus nucleus and lateral pontine nuclei during conditioned inhibition of the eyeblink response in rats. Conditioned inhibition training sessions included 100 trials/day for 12 days. During each training session, the rats were given 50 presentations of a tone conditioned stimulus (CS) that was paired with a brief periocular shock unconditioned stimulus (US). They were also given 50 presentations of a compound stimulus that included the tone-CS and a light-CS. The compound-CS was not paired with the US. The two types of trials were mixed throughout the session and presented in an irregular sequence. This training procedure resulted in significant inhibition of the eyeblink response during the compound-CS. Neurons in the interpositus and lateral pontine nuclei exhibited significantly less activity during the compound-CS relative to the tone-CS. The suppression of cerebellar and pontine learning-related neuronal activity during the inhibitory CS may be critical for inhibiting the conditioned eyeblink response.     

The role of nociceptin in cognition

The physiological role of the modulation via the nociceptin receptor is still unclear. Here we report the role of the nociceptin system in learning and memory. Nociceptin-knockout mice possess greater learning ability in the water maze task, show an enhanced latent learning in the water finding task, have better memory in the passive avoidance task, and further, show larger long-term potentiation in the hippocampal CA1 region than wild-type mice. Nociceptin itself induces an impairment of the passive avoidance task in wild-type mice. This impairment is reversed by naloxone benzoylhydrazone (NalBzoH), but not by other opioids in wild-type mice. Further, experiments on cultured cells transfected with nociceptin receptor cDNA show that NalBzoH competes [³H]-nociceptin binding and attenuates the nociceptin-induced inhibition of cAMP accumulation induced by forskolin. These results demonstrate that the nociceptin system seems to play a negative role in learning and memory and that NalBzoH acts as a potent antagonist for the nociceptin receptor. In addition, the antagonists for the nociceptin receptor may be worth testing for alleviating memory disorders.     

Learning and Memory Impairment in Patients with Temporal Lobe Epilepsy: Relation to the Presence, Type, and Location of Brain Lesion

PURPOSE: To study the influence of epileptogenic lesions on learning and memory alterations in patients with temporal lobe epilepsy (TLE). METHODS: We studied 131 patients (55 with left and 39 with right lesional TLE; 22 with left and 15 with right cryptogenic TLE) and 36 healthy subjects. We compared these groups by using a battery of tests to assess verbal and visual learning, delayed recall, and recall after the imposition of interfering activity. RESULTS: Compared with the controls and patients with right TLE, the patients with left TLE were significantly impaired on all verbal tests. On visual tests, patients with right TLE were impaired compared with controls but not more so than patients with left TLE. Separate multivariate analyses of variance (MA-NOVAs) of patients' verbal and visual test scores, taking the TLE side and morphologic features of the temporal lobes (i.e., normal, hippocampal sclerosis, low-grade glioma, or cavernous angioma) as independent factors, did not show any significant effect of these features. Separate comparisons of verbal and visual test scores of patients with lesional TLE, taking the side and location (mesial or lateral) of the epileptogenic lesion as independent factors, did not show any significant effect of location. CONCLUSIONS: Our findings show that some learning and memory abilities are impaired in patients with TLE irrespective of the presence of overt damage. This supports the theory that focal epileptic discharges, rather than the lesions themselves, affect these functions. The pathologic characteristics and intratemporal location of an associated lesion do not seem to play an important role in determining learning and memory impairment when clinical and treatment-related factors are taken into account.     

5-HT system and cognition

The study of 5-hydroxytryptamine (5-HT) system has benefited from the identification, classification and cloning of multiple 5-HT receptors (5-HT₁ to 5-HT₇). Growing evidence suggests that 5-HT is important in learning and memory and all its receptors might be implicated in this. Actually, 5-HT pathways, 5-HT reuptake site/transporter complex and 5-HT receptors show regional distribution in brain areas implicated in learning and memory. Likewise, the stimulation or blockade of presynaptic 5-HT_1A, 5-HT_1B, 5-HT_2A/2C and 5-HT₃ receptors, postsynaptic 5-HT_2B/2C and 5-HT₄ receptors and 5-HT uptake/transporter sites modulate these processes. Available evidence strongly suggests that the 5-HT system may be important in normal function, the treatment and/or pathogenesis of cognitive disorders. Further investigation will help to specify the 5-HT system nature involvement in cognitive processes, pharmacotherapies, their mechanisms and action sites and to determine under which conditions they could operate. In this regard, it is probable that selective drugs with agonists, neutral antagonist, agonists or inverse agonist properties for 5-HT_1A, 5-HT_1B/1D, 5-HT_2A/2B/2C, 5-HT₄ and 5-HT₇ receptors could constitute a new therapeutic opportunity for learning and memory alterations.