ABSTRACT
Objective:To investigate the application effect of CBL teaching based on mind mapping combined with know-want-learned (KWL) chart in standardized nursing training for neonatal infection.Methods:A total of 58 students who participated in standardized training in Department of Neonatology, Children's Hospital, Capital Institute of Pediatrics, were included in the study and were divided into control group and observation group using a simple random number table, with 29 students in each group. The students in the control group were given traditional teaching, and those in the observation group were given CBL teaching based on mind mapping combined with KWL chart. Assessment score was compared between the two groups, and the two groups were compared in terms of self-directed learning ability, critical thinking ability, and evaluation of teaching effectiveness. SPSS 22.0 was used to perform the chi-square test and the t-test. Results:Both groups had significant increases in the scores of theoretical knowledge (91.65±5.17 vs. 84.58±9.14), clinical skills (89.16±6.24 vs. 83.34±7.40), Self-Rating Scale of Self-Directed Learning (257.23±25.79 vs. 241.56±22.74), and Critical Thinking Disposition Inventory-Chinese Version (317.14±38.50 vs. 285.78±34.71) after training, and the observation group had significantly higher scores than the control group ( P<0.05). The observation group had a significantly higher evaluation of teaching effectiveness than the control group ( P<0.05). Conclusion:CBL teaching based on mind mapping combined with KWL chart can improve the assessment scores of students and improve their self-directed learning ability and critical thinking ability, and students have a high evaluation of teaching effectiveness.
ABSTRACT
Objective:To explore the application effect of case-based learning (CBL) combined with three-dimensional (3D) imaging technology in thoracic surgery probationary teaching.Methods:Ninety thoracic surgery interns in the Affiliated Hospital of Yangzhou University, China in 2019 were selected and divided into the conventional theoretical teaching group (group A), CBL group (group B), and CBL combined with 3D imaging technology group (group C) according to the random number table method. Group A was taught with conventional theory; group B was taught by CBL; in group C, 3D imaging software was used to reconstruct computed tomography data based on CBL. The theoretical scores of the three groups were evaluated respectively, and a questionnaire survey was conducted on the students (including whether the teaching is conducive to stimulating the interest and enthusiasm of learning, whether it is conducive to the establishment of clinical thinking, evaluation of advantages and disadvantages of the teaching method, and whether the teaching method is conducive to the mastery of theoretical knowledge). SPSS 20.0 was used for analysis of variance, t test, and Chi-square test. Results:The theoretical score of group A (85.83±4.62) was the lowest, and the theoretical score of group B was significantly lower than that of group C (89.71±5.84 vs. 94.60±6.28); the answer time of group C (286.68±77.56 seconds) was the shortest, and the answer time of group B was significantly shorter than that of group A (359.78±80.55 vs. 423.31±83.53 seconds, P<0.001). Group C was significantly better than group B and group A in the aspects of stimulating interest and enthusiasm in teaching, conducive to the establishment of clinical thinking, advantages of the teaching method, and conducive to the mastery of theoretical knowledge, and group B was significantly better than group A ( P<0.001). Conclusion:The combination of CBL and 3D reconstruction technology improves the recognition of thoracic surgery interns to the teaching method, increases their theoretical scores, stimulates their learning interest and enthusiasm, cultivates their clinical thinking, and enhances their mastery of theoretical knowledge.
ABSTRACT
ABSTRACT Objective To study the effects of contusion and exhaustive exercise on the expression of degradation-related factors MuRF1 and MAFbx in the skeletal muscle of rats and describe the repair mechanism of skeletal muscle injury. Methods Forty-two male SD rats were randomly divided into 7 groups. The rats in each group were killed at different time points (0h, 24h, 48h) after exhaustive exercise (E0, E24, E48) and contusion (D0, D24, D48), respectively, and in the resting state in control group (C). The right gastrocnemius muscles were resected and divided into two parts, one for the mRNAs of MuRF1 and MAFbx by real-time PCR, and the other for protein measurement by Western blotting. Results Compared with the control group, the MuRF1 mRNA and protein expression of the skeletal muscle in the E0 group was markedly increased (P <0.05) and followed by a downward trend in E24 the E48 groups. On the other hand, MuRF1 mRNA expression of the skeletal muscle in the D24 group was significantly upregulated (P <0.01), then decreased in the D48 group (P <0.01). Meanwhile, compared with the C group, MAFbx mRNA gene expression continued to be upregulated in D24 and D48 (P <0.05), but decreased in E24 and E48 (p<0.01). On the other hand, the NF-κB protein contents of the skeletal muscle in the D0, D24, and D48 groups, as well as in the E48 group, were markedly downregulated (P <0.05), and the one in E48 was also remarkably downregulated (P <0.05). Conclusion NF-κB may negatively regulate the process of protein degradation by the NF-κB / MuRF1 signal pathway. Level of evidence III; Therapeutic studies investigating the results of treatment.
RESUMEN Objetivo Estudiar los efectos de la contusión y del ejercicio exhaustivo sobre la expresión de los factores relacionados con la degradación MuRF1 y MAFbx en el músculo esquelético de ratas y describir el mecanismo de reparación de la lesión muscular esquelética. Métodos Cuarenta y dos ratas macho SD fueron divididas aleatoriamente en 7 grupos. Las ratas de cada grupo fueron sacrificadas en diferentes momentos (0h, 24h, 48h) después del ejercicio exhaustivo (E0, E24, E48) y de la contusión (D0, D24, D48), respectivamente, y en estado de reposo en el grupo de control (C). Se resecaron los músculos gastrocnemios derechos y se dividieron en dos partes, una para los ARNm de MuRF1 y MAFbx mediante PCR en tiempo real y la otra para la medición de proteínas mediante Western blot. Resultados En comparación con el grupo control, el ARNm de MuRF1 y la expresión proteica del músculo esquelético en el grupo E0 se incrementó notablemente (P <0,05) y fueron seguidos por una tendencia a la baja en los grupos E24 y E48. Por otra parte, la expresión del ARNm de MuRF1 del músculo esquelético en el grupo D24 fue significativamente regulada al alza (P <0,01), y luego disminuyó en el grupo D48 (P <0,01). Mientras tanto, en comparación con el grupo C, la expresión génica del ARNm de MAFbx permaneció regulada al alza en D24 y D48 (P <0,05), pero disminuyó en E24 y E48 (p<0,01). Por otro lado, el contenido de proteína NF-κB del músculo esquelético en los grupos D0, D24 y D48, así como en el grupo E48, se vio notablemente regulado a la baja (P <0,05), y el del grupo E48 también se vio notablemente regulado a la baja (P <0,05). Conclusión NF-κB puede regular negativamente el proceso de degradación de la proteína a través de la vía NF-κB / MuRF1. Nivel de evidencia III; Estudios terapéuticos que investigan los resultados del tratamiento.
RESUMO Objetivo Estudar os efeitos do trauma contuso e do exercício exaustivo na expressão dos fatores relacionados à degradação MuRF1 e MAFbx no músculo esquelético de ratos e descrever o mecanismo de reparo da lesão muscular esquelética. Métodos Quarenta e dois ratos SD machos foram divididos aleatoriamente em 7 grupos. Os ratos de cada grupo foram mortos em diferentes momentos (0h, 24h, 48h) após exercício exaustivo (E0, E24, E48) e trauma contuso (D0, D24, D48), respectivamente, e no estado de repouso no grupo controle (C). Os músculos gastrocnêmios direitos foram ressecados e divididos em duas partes, uma para os mRNAs de MuRF1 e MAFbx por PCR em tempo real e outra para a medição de proteínas a partir do Western blot. Resultados Em comparação com o grupo controle, o mRNA de MuRF1 e a expressão proteica do músculo esquelético no grupo E0 foram acentuadamente aumentados (P <0,05) e seguidos por uma tendência descendente nos grupos E24 e E48. Por outro lado, a expressão do mRNA de MuRF1 do músculo esquelético no grupo D24 foi significativamente regulada para cima (P <0,01), depois diminuiu no grupo D48 (P <0,01). Enquanto isso, em comparação com o grupo C, a expressão gênica do mRNA de MAFbx continuou regulada para cima em D24 e D48 (P <0,05), mas diminuiu em E24 e E48 (p<0,01). Por outro lado, os teores de proteína NF-κB do músculo esquelético nos grupos D0, D24 e D48, bem como no grupo E48, foram marcadamente regulados para baixo (P <0,05), e o do grupo E48 também foi notavelmente regulado para baixo (P <0,05). Conclusão NF-κB pode regular negativamente o processo de degradação da proteína pela via NF-κB / MuRF1. Nível de evidência III; Estudos terapêuticos que investigam os resultados do tratamento.
ABSTRACT
Background: Conventionally, teaching in the subject of physiology is undertaken with the help of didactic lectures, practical demonstrations, and tutorials. Case-based learning (CBL) is known to impart analytical and problem-solving skills in the students. CBL motivates students to apply clinical knowledge from real-life scenarios to solve problems. Aims and Objectives: The aim of the study was to compare the effectiveness of didactic lectures and CBL in physiology among 1st-year BDS students and to gauge their perception. Materials and Methods: After ethical approval, this study was conducted at physiology department PIMS Udaipur. After taking informed consent, two groups of 40 students were taught two different topics using CBL and didactic lectures with cross-over study design. Students’ learning was assessed by 20 pre-validated MCQs. Mean ± SD of the pre- and the post-test scores of the students was taken. The post-test scores of the students in both the groups were compared using Student’s t test. P < 0.05 was considered as significant. Students’ perception was analyzed on Likert scale. Results: CBL was found to be statistically significant (P < 0.01) in both the topics. MCQ scores of didactic lectures was 7.972 ± 1.765 and 7.667 ± 1.971 while that of CBL was 9.111 ± 2.081 and 9.222 ± 2.257 in anemia and jaundice, respectively. Students gave favorable and encouraging perception on CBL method. Conclusion: CBL was more effective than didactic lectures in teaching physiology to undergraduates. First-year BDS students found interactive case discussions more enjoyable and educationally stimulating than lectures. Students’ feedback indicated that CBL could be incorporated more in undergraduate physiology Curriculum.
ABSTRACT
Objective:To study the effect of CBL on the teaching of knee magnetic resonance image (MRI) for orthopedic residents.Methods:From September 2015 to March 2018, CBL teaching method was applied in the teaching of knee MRI among 90 orthopedic residents of Arthritis Clinical & Research Center of Peking University People’s Hospital. The teaching effect of CBL was evaluated with questionnaire method. The scores of Knee MRI theoretical knowledge and image diagnosis were statistically compared after CBL teaching. SPSS 19.0 was performed for t test. Results:According to the questionnaire of 90 orthopedic residents, in the teaching of knee MRI, CBL teaching improved the residents' learning interest[77.8%(70/90)], fortified their theoretical knowledge[80.0%(72/90)], and enhanced their diagnosis ability of knee MRI[88.8%(80/90)], diagnosis ability of knee diseases[86.6%(78/90)], autonomous learning ability[84.5%(76/90)], expression ability[83.3%(75/90)], and the ability of creating active classroom atmosphere[51.1%(46/90)]. The performances of knee MRI theoretical knowledge and image analysis were significantly increased after CBL teaching, respectively from (65.35±10.36) points to (89.20±10.55) points and from (66.64±9.88) points to (89.50±10.06) points.Conclusion:CBL teaching can improve independent diagnostic ablity of knee MRI of orthopedic residents and lay a solid foundation of diagnosis and treatment for knee diseases, thus improving their clinical skills.
ABSTRACT
@#AIM: To explore the effect of the combination of standardized patient and CBL case-based teaching in clinical practice teaching for postgraduates majoring in ophthalmology.<p>METHODS: From July 2017 to July 2019, a total of 40 postgraduates majoring in ophthalmology from 2017, 2018, and 2019 of Nanchang University First Affiliated Hospital were selected as the research objects and randomly divided into two groups: the observation group and the control group, each with 20 people. The observation group used the SP+CBL case-based teaching mode, the control group used the traditional teaching mode(LBL). The teaching teachers of the same group of graduate students is the same, the teaching content are the same, the teaching period was 12mo, observe and compare the two groups of students' learning ability, theoretical knowledge and clinical skills operation assessment grades, and conduct statistical analysis on the evaluation of the teaching effect of the students. <p>RESULTS: There was no significant difference in the enrollment scores of the two groups of students. After teaching, students in the observation group had more advantages in learning enthusiasm, memory efficiency, clinical operation, and doctor-patient communication skills(<i>P</i><0.05), and they got higher theoretical knowledge and clinical skills operation assessment scores than those in the control group(87.95±6.78 points <i>vs</i> 78.95±6.28 points, 82.20±4.53 points <i>vs</i> 75.95±4.05 points, <i>P</i><0.05), and their evaluation of the SP+CBL case-based teaching model was significantly higher than that of the control group who implemented the LBL teaching model(<i>P</i><0.05).<p>CONCLUSION: The SP+CBL case-based teaching mode has significant advantages in clinical practice teaching for postgraduates majoring in ophthalmology, and is worthy of scientific popularization.
ABSTRACT
Objective:To explore the effect of 3D printing periodontal bone defect model of anterior teeth combined with case-based learning (CBL) teaching mode in the standardized residency training of loose teeth fixation.Methods:Sixty general practitioner of stomatology students were equally divided into two groups, with one group receiving CBL teaching (CBL group) and the other group receiving 3D printing model combined CBL teaching (3D+CBL group). After the teaching, the teacher evaluated the overall practice effects, tested the residents' theory and practice scores, and designed a questionnaire to evaluate the teaching effect. SPSS 16.0 software was used for statistical analysis, and t test was used for comparison between the two groups. Results:The theoretical score (89.0±3.2) and the practical score (90.0±2.5) in the 3D+CBL group were significantly higher than the theoretical score (83.3±3.6) and the practical score (84.2±3.5) in the CBL group ( P<0.05). The questionnaire showed that the students of the 3D+CBL group performed significantly better than those in CBL group in the following eight aspects, including mastery of basic periodontal knowledge, professional knowledge of loose teeth fixation, ability to diagnose cases and formulate treatment plans, clinical operation ability, interesting teaching content, willingness to communicate with teachers, awareness of actively receiving patients, and satisfaction of standardized residency training ( P<0.05). Conclusion:The 3D printing periodontal bone defect model of anterior teeth combined with the CBL teaching mode has achieved good results in the teaching of loose teeth fixation, and it provides a reference for the application of 3D printing in clinical teaching for periodontology.
ABSTRACT
Objective:To evaluate the application effect of online CBL teaching method under the background of emerging infectious diseases.Methods:With the help of network platforms, using CBL teaching method, through the students viewing online cases, making analysis and summary, and then sending online, in the form of interaction between teachers and students, the teaching work during the epidemic was successfully completed. Finally, the teaching effects of the two semesters before and after the epidemic were compared by means of total semester scores and questionnaires. And chi-square test and t test was adopted for statistical analysis. Results:The practice proved that online CBL teaching method could help students to achieve the same teaching effect as the traditional teaching method in the teaching of infectious diseases.Conclusion:Therefore, online CBL teaching method is worth popularizing in the background of emerging infectious diseases.
ABSTRACT
Objective:To evaluate the effect of CBL combined with clinical pathway teaching in the teaching of general practitioner job-transfer training of cardiology department.Methods:From May 2018 to March 2019, a total of 63 students taking the general practitioner job-transfer training in our hospital were enrolled in this study, and randomized into control group ( n=30) and test group ( n=33). The control group used traditional teaching mode, the test group adopted CBL combined with clinical pathway teaching method. At the end of the training, the scores of theoretical and operational examination were compared between the two groups, and the satisfaction of the training was evaluated by questionnaire survey. Results:The scores of theory test and practical skills in the test group were all higher than those in the control group [(83.57±4.32) vs. (77.10±4.72), t=-5.678, P<0.001; (78.24±5.28) vs. (70.83±5.86), t=-5.279, P<0.001], and the test group was also better than the control group in the satisfaction survey of standardizing diagnosis and treatment, and improving learning interest, doctor-patient communication and physical examination skills ( P<0.05). Conclusion:In the teaching of general practitioner job-transfer training of cardiology department, CBL combined with clinical pathway teaching has shown better performance than the traditional teaching mode, which is worth promoting in general practitioner job-transfer training.
ABSTRACT
Context: C-Cbl is an important negative regulator of the cell signaling that acts as an adaptor protein and E3 ubiquitin ligase. The role of c-Cbl in development and regulation of human cancer has aroused intensive attention. Aims: In this study, we aimed to assess the correlation between the expression of c-Cbl and clinicopathological parameters and explored the role of c-Cbl in the development and progression of GC. Settings and Design: This is a Pilot study. Methods and Materials: In total, 84 tissue samples including 44 gastric cancers (GC) and 40 matched adjacent normal tissues were collected after surgery. Then tissue microarray (TMA) and immunohistochemistry (IHC) technology were combined to detect the protein expression of c-Cbl. Statistical Analysis Used: Statistical analysis was performed using SPSS 22.0 (IBM Corporation, Armonk, NY, USA). Results: We have studied the correlation between c-Cbl expression and clinicopathological parameters. Our study showed that c-Cbl has a low expression in 61.4% (27/44) of GC tissues, and the incidence of cases was significantly higher than that in adjacent normal tissues (P < 0.0001). In addition, the correlation between c-Cbl expression and gastric carcinoma subtype (P = 0.027), histological type (P = 0.033), Borrmann classification (P = 0.009), histological differentiation (P = 0.0005), lymph node metastasis (P = 0.007), and intravascular tumor thrombus (P = 0.036) has also been revealed. Conclusions: Our results show that c-Cbl is down-regulated in GC tissues compared with normal gastric tissue, which may play an important role in the development and progression of GC.
ABSTRACT
Background: Medical education in the last two decades has shifted from teacher-centered methods to studentcentered methods, where students are learning through active participation. Clinical case-based learning (CBL) was found to be one of the excellent approaches to promote students learning. It enhances their critical thinking, problem-solving ability, knowledge retention, and exam preparation. The objective of the current study was to assess students’ perception on the usefulness of CBL approach in Microbiology and Immunology course. Methodology: This study was conducted at College of Medicine and Health Sciences among 5th-year medical students of 2017- 2018 batch. The study design included pretest, CBL discussion on selected topics, and the posttest after the CBL session. The data were collected, tabulated, and statistically analyzed using Microsoft Excel and SPSS version 22. The student’s “t” test was used to compare pretest and posttest results and the p<0.05 was considered as statistically significant. Results: A total of 114 fifth year medical students participated in the study. Majority of the students were in favor of CBL activity. More than 85% of the students stated that they enjoyed the activity and about 80% indicated CBL activity improved their critical thinking, problem-solving skills, and clinical reasoning. Majority of the students (90.35%) said it improved their knowledge retention and about 64.04% stated that it improved their exam grades. The difference between pretest and posttest scores was statistically significant with p<0.05. Conclusion: CBL is an excellent educational tool to motivate and promote students learning. It enhances students’ analytical thinking, clinical reasoning, conceptualization, and knowledge retention. It also benefits students in terms of their better examination preparation and performance.
ABSTRACT
Protein ubiquitination is an important means of post-translational modification which plays an essential role in the regulation of various aspects of leukocyte development and function. The specificity of ubiquitin tagging to a protein substrate is determined by E3 ubiquitin ligases via defined E3-substrate interactions. In this review, we will focus on two E3 ligases, VHL and Itch, to discuss the latest progress in understanding their roles in the differentiation and function of CD4 T helper cell subsets, the stability of regulatory T cells, effector function of CD8 T cells, as well as the development and maturation of innate lymphoid cells. The biological implications of these E3 ubiquitin ligases will be highlighted in the context of normal and dysregulated immune responses including the control of homeostasis, inflammation, auto-immune responses and anti-tumor immunity. Further elucidation of the ubiquitin system in immune cells will help in the design of new therapeutic interventions for human immunological diseases and cancer.
ABSTRACT
Objective To analyze differentially expressed proteins in A375 melanoma cells before and after short hairpin RNA (shRNA)-mediated Cbl-b gene silencing.Methods The label-free quantitative proteomics approach was performed to identify differentially expressed proteins between A375 cells transfected with lentiviral vectors containing Cbl-b shRNA (Cbl-b shRNA group) and those with control lentiviral vectors (control group).Then,the properties of differentially expressed proteins were analyzed by gene ontology (GO) and Kyoto Encyclopedia of Genes and Genome (KEGG) enrichment analysis.Western blot analysis was conducted to determine the expression of differential proteins (EphA2 and GSK3β) and phosphorylated protein kinase (p-AKT) after shRNA-mediated Cbl-b gene silencing.Statistical analysis was carried out by t test of two independent-samples for comparison of protein expression abundance between the two groups with SPSS 23.0 software.Additionally,the results of GO and KEGG enrichment analysis were analyzed by Fisher's exact test.Results A total of 3 449 proteins were identified and quantified,and 74 of them were differentially expressed between the Cbl-b shRNA group and control group.Compared with the control group,52 proteins were up-regulated and 22 were down-regulated in the Cbl-b shRNA group.GO enrichment analysis of differential proteins revealed that the top five significantly enriched biological processes were integrin-mediated cell adhesion,single-organism metabolic process,regulation of integrin-mediated cell adhesion,regulation of protein-targeting mitochondria and nucleic acid metabolic process.The top five significantly enriched molecular functions included DNA binding,2-iron,2-sulfur cluster binding,signaling receptor activity,cadherin binding and cell adhesion molecule binding.The top five significantly enriched cell components included nucleosome,DNA packaging complex,photoreceptor connecting cilium,DNA-protein complex and extracellular region part.KEGG enrichment analysis demonstrated that the top five significantly enriched melanoma-related signaling pathways were folate biosynthesis,axon guidance,extracellular matrix-receptor interaction,adherens junction and Wnt signaling pathways.As Western blot analysis revealed,the Cbl-b shRNA group showed lower protein expression of EphA2 (0.369),but higher protein expression of GSK3β (3.524) compared with the control group (1),which were consistent with the results of proteomics analysis.Additionally,the protein expression of p-AKT was down-regulated in Cbl-b shRNA group (0.453) compared with the control group (1).Conclusion Cbl-b may be involved in the occurrence of melanoma through a variety of biological pathways,and the EphA2/PI3K/AKT signaling pathway may be one important pathway.
ABSTRACT
Objective To construct a recombinant lentiviral vector carrying the casitas B-lineage lymphoma (Cbl)-b short hairpin RNA (shRNA),and to evaluate its effect on the biological behavior of A375 melanoma cells in vitro.Methods Three specific shRNAs targeting Cbl-b gene and a negative control shRNA were designed and synthesized,and recombinant lentiviral vectors were constructed.A375 cells were divided into 5 groups to be transfected with 3 kinds of lentiviral vector expressing Cbl-b genespecific shRNAs (CBLB-shRNA-1 group,CBLB-shRNA-2 group and CBLB-shRNA-3 group),a lentiviral vector containing negative control shRNA (negative control group),and an empty vector (blank control group).Real-time fluorescence-based quantitative PCR and Western blot analysis were performed to determine the silencing efficiency at 72 hours after transfection.Cell counting kit-8 (CCK-8)assay was conducted to evaluate cellular proliferative activity at 24,48,72 and 96 hours after transfection,flow cytometry to detect cell apoptosis and cell cycle at 72 hours after transfection,and Transwell invasion assay to assess cellular invasive activity at 72 hours after transfection.Results Three recombinant lentiviral vectors containing Cbl-b shRNA were constructed successfully.As Western blot analysis revealed,the CBLB-shRNA-3 showed the highest silencing efficiency.CCK-8 assay indicated that the proliferative activity of A375 cells was significantly lower in the CBLB-shRNA-3 group than in the negative control group and blank control group at 72 and 96 hours after transfection(all P ＜ 0.01).Flow cytometry showed that the apoptosis rate of A375 cells was significantly higher in the CBLB-shRNA-3 group (22.73％ ± 6.58％) than in the negative control group (6.08％ ± 1.35％,P ＜ 0.01) and blank control group (6.34％ ± 1.07％,P ＜ 0.01).The CBLB-shRNA-3 group showed a significantly higher proportion of A375 cells at G1 phase,but a significantly lower proportion of A375 cells at S phase compared with the negative control group and blank control group(all P ＜ 0.01).Transwell assay showed that there were significant differences in the number of A375 cells crossing the artificial basement membrane (matrigel) at 72 hours after transfection among the negative control group,blank control group and CBLB-shRNA-3 group (76.60 ± 1.82,73.20 ± 3.83,19.60 ± 1.14,respectively;F =794.50,P ＜ 0.01).Conclusions A recombinant CBLB-shRNA-3-expressing lentiviral vector which can efficiently silence Cbl-b gene has been successfully constructed.It can inhibit the proliferation,cell cycle progression and invasive activity of A375 cells,but promote the apoptosis of A375 cells.
ABSTRACT
Objective To investigate the effect of microRNA-1183 on proliferation and metastasis on gastric cancer cells and to explore the role of microRNA-1183 and CBL-B signaling pathways in this process. Methods MGC803 cells were transfected with a microRNA-1183 mimic. Real-time PCR detected the expression of microRNA-1183 in gastric cancer cell line MGC803. MTT detected the proliferative effect of microRNA-1183 on MGC803 gastric cancer cells. A Transwell assay detected the effect of microRNA-1183 on the metastasis of MGC803 gastric cancer cells. A dual luciferase reporter assay detected the binding ability between microRNA-1183 and CBL-B. The expression of the protein was tested by Western blotting. Results MTT assay results showed that microRNA-1183 promoted the proliferation of MGC803 cells. Transwell assay results revealed that microRNA-1183 promoted the metastasis of MGC803 cells. The results of BLAST contrast analysis show that CBL-B is one of the target genes of microRNA-1183. Western blotting analysis showed that the mimic microRNA-1183 inhibited the expression of CBL-B. A dual luciferase reporter assay showed that CBL-B was the target gene of microRNA-1183. A CBL-B knockdown promoted the proliferation and metastasis of MGC803 cells. microRNA-1183 promoted the proliferation and metastasis of MGC803 cells by inhibiting the expression of CBL-B. Conclusion microRNA-1183 can inhibit the proliferation and metastasis of gastric cancer cell lines by inhibiting the expression of CBL-B.
ABSTRACT
OBJECTIVE: To provide reference for standardizing clinical pharmacist training.METHODS: According to actual situation in our hospital, a new clinical pharmacist training teaching method [lecture-based learning (LBL) -case-based learning (CBL) combination method] was created by integrating the training resources of clinical teaching and research department and extending teaching content. The comprehensive skills of trainees after training were compared between 2015 (traditional one-to-one teaching model) and 2016 (LBL-CBL combination method). RESULTS & CONCLUSIONS: In 2016, trainees are significantly improved in the ability to analyze (3. 8 score vs. 2. 8 score) and deal with clinical problems (2. 9 score vs. 2. 5 score) compared with those in 2015. LBL-CBL combination method can satisfy the demands of clinical pharmacists training in our hospital. Not only basic theory and clinical knowledge of trainees are improved, but also clinical thinking and comprehensive skill of trainees are strengthened by using LBL-CBL combination method. LBL-CBL combination method can be used in clinical pharmacists training and its usual tests, and contributes to the improvement of clinical pharmacist training teaching.
ABSTRACT
Background: Application of basic science knowledge to clinical practice is the aim of first year undergraduate dental curriculum. To bring in application of basic science theory to the clinical dental application, a case based learning (CBL) approach has been tried among first year dental students. Materials and methods: Randomized control trial was conducted by grouping first year undergraduate dental students (N= 73) into traditional group (N=35) and CBL group (N=38). Conventional lecture was given to traditional group and case based lecture and small group discussion for CBL group facilitated by faculty. Pre and post tests were administered for both the groups. Perceptions on CBL approach were collected using a questionnaire. Results were analyzed using paired and unpaired ‘t’ test. Results: Test scores were expressed in mean ± SD. deviation. Post-tests scores of traditional - (7.5 ±1.6) and CBL (7.7±1.9) groups were significantly higher than pretest scores of traditional - (5.7 ± 1.4) and CBL (4.9 ± 1.7) groups. Attitude score showed positive perceptions for most of the parameters. Conclusion: The first time CBL approach for Physiology concept provoked interest among dental students. Participants felt the method involved them in active learning and they recommended this approach to other sessions as well. Recall of factual knowledge did not improve significantly over traditional method, but was equally effective.
ABSTRACT
Teaching rounds is an important part of clinical teaching. It bright the theory guide to clinical practice. The classical Chinese medicine theory plays an essential role in teaching and clinical practice. During the CBL (case-based learning) teaching rounds of acupuncture and moxibustion, by selecting typical cases, in combination with directional problem settings, the classical Chinese medicine theory is run through the whole process to motivate students' initiative, improve teaching quality and promote inheritance and development of TCM.
ABSTRACT
Objective To observe the expression of microRNA-150 (miR-150) in conjunctival mucosa-associated lymphoid tissue (MALT) lymphoma, so as to investigate its mechanism in proliferation, migration and invasion of conjunctival MALT lymphoma. Methods The expressions of ;m'P-150 and Cbl-b, a possible downstream molecule of miR-150, were measured by qPCR in MALT lymphoma tissues and precancerous tissues collected from 3 patients with conjunctival MALT lymphoma in Changzheng Hospital of Second Military Medical University. Then, we transfected miR-150 inhibitor and negative control into human multiple myeloma cell lines RPM1 8226 by cell transfection. CCK-8 assay and flow cytometry (FCM) method were used to investigate the role of miR-150 in the proliferation and apoptosis of RPM1 8226 cells. Transwell assay was used to analyze the effect of miR-150 on the migration and invasion of RPMI 8226 cells. Western blotting analysis was used to examine the regulation of miR150 on Cbl-b expression in RPMI 8226 cells. Results The expression of miR-150 was significantly increased in the conjunctival MALT lymphoma tissues compared with precancerous tissues (P< 0. 05,P< 0. 01). Compared with negative control group, the proliferation of RPMI 8226 cells was significantly repressed (P< 0. 01), the apoptosis was significantly increased (P< 0. 01), and the migration and invasion were significantly decreased (P< 0. 05,P< 0. 01) after transfection of miR-150 inhibitor. The expression of Cbl-b was significantly up-regulated in MALT lymphoma tissues, and was significantly increased after inhibiting miR-150 expression. Conclusion Up-regulated miR-150 can promote the proliferation, migration and invasion of lymphoma cells and is involved in the generation of conjunctival MALT lymphoma, which may be mediated by inhibiting its downstream target gene Cbl-b.
ABSTRACT
Background & Objectives: Biochemistry is the basic science subject of first year MBBS course. It describes all the biochemical reactions occurring in the body, which makes the subject difficult and the student looses interest in it. In our institute, teaching is done mainly by didactic method. We introduced case based learning method (CBL) for teaching. The objective of this study was -1. To compare score of students by two methods of teaching – traditional lectures and case based methodology. 2. To evaluate student’s feedback regarding their perception to case based learning. Methods: After getting written consent from 1st year MBBS students , they were divided into two groups. One group (50 students - case) was taught by case based learning method and another group (50 students control group) was taught by traditional method. Improvement in their performance was assessed by MCQ and statistically compared. Perception of both groups about CBL was taken by a set of questionnaire based on Likert’s scale. Results: Statistically significant increase in performance of student taught by CBL method than student taught by traditional method was seen. Student’s and faculties’s perception about CBL was positive. All students found the CBL as effective method for learning. Conclusion: CBL is a good teaching learning method to increase involvement and interest of student in learning and enhance their academic performance. [Dr. Rekha K NJIRM 2016; 7(5):82-86]