The effect of phenytoin in vitro on normal human mononuclear cells and on human lymphoblastoid B cell lines of different Ig isotype specificities

The anticonvulsant drug phenytoin, in less than cytotoxic concentrations, caused significant reductions in Ig secretion by unstimulated or EBV-stimulated normal MNC, as measured by PFC or secretion of Ig into the culture medium. Isotype-specific LBL varied in their sensitivity, the secretion of IgA (1 line) and IgG (3 lines) being reduced by phenytoin near therapeutic concentrations, whereas that of IgM (1 line) was resistant. Six-day exposure of MNC to phenytoin caused no selective depletion of or enrichment for B cells, monocytes or T cell subsets. The results suggest that the reduction in serum Ig levels reported in phenytoin-treated epileptic patients is, at least in part, due to a direct effect of the drug on the B lymphocyte. However, among EBV-activated normal MNC, those secreting IgA were no more sensitive to the drug than those secreting IgG or IgM, and other factors may, therefore, operate to cause the preferential reduction in serum IgA in phenytoin-treated patients.     

PBL-LBL双轨模式在妇产科教学中的应用

目的探讨PBL-LBL双轨模式在妇产科学教学中的应用效果。方法肇庆医学高等专科学校2008级临床医学大学学生293人随机分为2组:实验组147人,采用PBL-LBL双轨模式教学法;对照组146人,采用LBL教学法。结果两组学生在理论知识方面比较差异无统计学意义(P>0.05);但在病例分析、基本技能及总成绩方面比较,实验组显著高于对照组(P<0.05)。结论 PBL-LBL双轨模式教学法,在系统而深入的学习基础知识的前提下,可提高学生的学习积极性和主动性,培养学生的自学能力和合作精神。     

LBL、PBL、TBL教学法在医学教学中的综合应用

随着医学教育事业的飞速发展,教学方法的改革已经成为新一轮教改的重点内容之一。各大中院校正在积极探索并试用新的教学方法,其中,PBL教学法、TBL教学法是教育工作者讨论的热点之一。但每种教学方法都有其利弊及适用范围,单一的教学方法很难满足实际教学工作的需要。下面笔者就LBL教学法、PBL教学法及TBL教学法的利弊及其适用范围展开探讨,以期为进一步深化教学改革,提高教学质量提供参考。     

PBL:一种新型的医学教育模式

从PBL教学模式的衍生发展、设计理念、实施方式、与传统LBL模式的优劣对比等方面进行了阐述和评价,依据PBL可能尚存在的不足提出对策,并就PBL在我国的实际应用前景和发展空间做一展望.     

LB L＋ TB L双轨教学模式在医学免疫学教学中的应用

为了解LBL＋ TBL双轨教学模式在医学免疫学教学中的效果,选取济宁医学院2014级临床专升本学生204名,采用LBL＋ TBL双轨教学,主要通过课前准备、个人测试、小组测试、应用性练习等教学方式,评价传统的讲授式教学模式改革的必要性和LBL＋ TBL双轨教学模式对医学免疫学学习的积极性。结果显示LBL＋TBL双轨教学法显著提升了学生学习的独立自主性,有利于提高医学免疫学教学效果。     

PBL与LBL教学模式在临床专业系统解剖学教学中的比较研究

目的：比较PBL与LBL两种教学模式在临床医学专业系统解剖学教学中对教学效果的影响。方法：随机抽取临床医学本科生80人,将其分为实验组（40人）和对照组（40人）,实验组采用PBL教学模式,对照组采用LBL教学模式教学,比较两组教学效果。结果：理论考核成绩表明,实验组与对照组学生比较,在记忆型题目中得分差异无统计学意义（ P ＞0．05）,而在理解型题目、应用型题目得分和考试总分方面,实验组学生得分更高（ P ＜0．05）;问卷调查结果表明,两组学生之间在问卷的5个方面差异均有统计学意义（ P ＜0．05）。结论：PBL教学法在临床医学专业系统解剖学教学中表现出明显的优势,在今后的系统解剖学教学中可以广泛推广PBL教学法。     

Detecting Rare Haplotype‐Environment Interaction With Logistic Bayesian LASSO

Two important contributors to missing heritability are believed to be rare variants and gene‐environment interaction (GXE). Thus, detecting GXE where G is a rare haplotype variant (rHTV) is a pressing problem. Haplotype analysis is usually the natural second step to follow up on a genomic region that is implicated to be associated through single nucleotide variants (SNV) analysis. Further, rHTV can tag associated rare SNV and provide greater power to detect them than popular collapsing methods. Recently we proposed Logistic Bayesian LASSO (LBL) for detecting rHTV association with case–control data. LBL shrinks the unassociated (especially common) haplotypes toward zero so that an associated rHTV can be identified with greater power. Here, we incorporate environmental factors and their interactions with haplotypes in LBL. As LBL is based on retrospective likelihood, this extension is not trivial. We model the joint distribution of haplotypes and covariates given the case–control status. We apply the approach (LBL‐GXE) to the Michigan, Mayo, AREDS, Pennsylvania Cohort Study on Age‐related Macular Degeneration (AMD). LBL‐GXE detects interaction of a specific rHTV in CFH gene with smoking. To the best of our knowledge, this is the first time in the AMD literature that an interaction of smoking with a specific (rather than pooled) rHTV has been implicated. We also carry out simulations and find that LBL‐GXE has reasonably good powers for detecting interactions with rHTV while keeping the type I error rates well controlled. Thus, we conclude that LBL‐GXE is a useful tool for uncovering missing heritability.     

PBL教学结合LBL教学在临床微生物学实验中的初步设想

临床微生物学和微生物学检验一直采用的是LBL的教学模式,随着医学教育模式的改革,设想引入PBL的教学模式,试对这一设想做一初步阐述。     

PBL与LBL相结合在病理学实验教学中的探索

现行的PBL与LBL各有其优势和不足,笔者进行了两种教法相结合的探索:构建适于新教学模式的教学环境,构建与实施基于网络的PBL与LBL相结合的病理学实验教学的基本模式,开展学业成绩的发展性评价.结果显示,该模式提高了学生的综合素质,适于医学生教学,更适于在高职护生中开展.