呼吸道神经肽与哮喘

新近在呼吸道发现多种神经肽,其中 VIP 及 PHM 是强力的支气管扩张剂,也可能是呼吸道内非肾上腺素能抑制性神经的递质。哮喘时,如其在炎症细胞释放酶的作用下加快分解,可致支气管反应加剧。SP、神经激肽 A 及 CGRP 等感觉神经肽是通过轴反射从受刺激的无髓鞘神经末梢释放的,可参与哮喘发病。作者综述新近对呼吸道神经肽的一些研究,特别强调了神经肽在哮喘发病中的可能作用。     

Glial S100B Positive Vacuoles In Purkinje Cells: Earliest Morphological Abnormality In SCA1 Transgenic Mice

Spinocerebellar ataxia-1 (SCA1) is caused by the expansion of a polyglutamine repeat within the disease protein, ataxin-1. The overexpression of mutant ataxin-1 in SCA1 transgenic mice results in the formation of cytoplasmic vacuoles in Purkinje neurons (PKN) of the cerebellum. PKN are closely associated with neighboring Bergmann glia. To elucidate the role of Bergmann glia in SCA1 pathogenesis, cerebellar tissue from 7 days to 6 wks old SCA1 transgenic and wildtype mice were used. We observed that Bergmann glial S100B protein is localized to the cytoplasmic vacuoles in SCA1 PKN. These S100B positive cytoplasmic vacuoles began appearing much before the onset of behavioral abnormalities, and were negative for other glial and PKN marker proteins. Electron micrographs revealed that vacuoles have a double membrane. In the vacuoles, S100B colocalized with receptors of advanced glycation end-products (RAGE), and S100B co-immunoprecipated with cerebellar RAGE. In SCA1 PKN cultures, exogenous S100B protein interacted with the PKN membranes and was internalized. These data suggest that glial S100B though extrinsic to PKN is sequestered into cytoplasmic vacuoles in SCA1 mice at early postnatal ages. Further, S100B may be binding to RAGE on Purkinje cell membranes before these membranes are internalized.     

医学微生物学"项目-导师制"实验教学改革初探

目的:探讨"项目-导师制"实验教学改革效果及其在医学微生物学实验教学中应用价值.方法:采用"项目-导师制"法对2001级学生进行医学微生物学实验教学,以无记名问卷调查和专家评议方式了解实验教学效果,以现场操作了解学生实验技能,以相对标准化试卷综合测试学生成绩,并与2000级学生医学微生物学实验教学效果、实验技能、考试成绩进行回顾性和对比分析.结果:2001级和2000级学生实验教学效果不满意、满意、很满意率分别为0%(0/180)、25.00%(45/180)、75.00%(135/180)和55.38%(72/130)、34.62%(45/130)、10.00%(13/130),差异有显著性(P＜0.01).实验技能考核及格、良好、优秀率分别为0%(0/180)、22.22%(40/180)、77.78%(140/180)和56.92%(74/130)、35.38%(46/130)、7.69%(10/130),差异有显著性(P＜0.01).综合考试成绩不及格、及格、良好、优秀率分别为0%(0/180)、17.78%(32/180)、47.22%(85/180)、35.00%(63/180)和154%(2/130)、38.46%(50/130)、52.31%(68/130)、7.69%(10/130),差异有显著性(P＜0.01).结论:"项目-导师制"实验教学是一种新型实验教学模式,可显著增强实验教学效果,帮助学生快速掌握实验技能,提高学生综合考试成绩,克服传统实验教学存在的一些弊端,具有应用推广价值.