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Background: TAM receptors (Tyro3, Axl and Mertk), as subfamily of receptor tyrosine kinases, are intracellular negative feedback regulators and play a crucial role in regulating inflammation and immune response. Aims: To study the expressions and clinical value of TAM receptors in serum and intestinal mucosa of patients with ulcerative colitis (UC). Methods: Forty⁃five patients who were initially diagnosed as active UC from June, 2020 to May, 2021 at the First Affiliated Hospital of Kunming Medical University were enrolled prospectively. Fifteen healthy subjects were served as the control group. Eight cases each in moderate UC group and healthy control group were selected randomly for detection of TAM receptors in serum and intestinal mucosa by ELISA, real⁃time PCR and Western blotting. The correlations of serum Tyro3 with routine clinical indicators of UC were analyzed by Pearson correlation coefficient. Furthermore, immunohistochemistry was used to detect the expression level of TAM receptors in intestinal mucosa in all UC patients and the healthy controls. Results: Expressions of Axl and Mertk were not fully consistent in serum and intestinal mucosa in UC patients. While the serum Tyro3 level, as well as the intestinal Tyro3 mRNA and protein expressions were consistently increased in moderate UC patients than in controls (all P<0.05). Serum level of Tyro3 was positively correlated with platelet count and C⁃reactive protein, and negatively correlated with albumin in moderate UC patients (r=0.97, r=0.96, r=-0.86, all P<0.05). Positivity rate of Tyro3 in intestinal mucosa of UC patients was positively correlated with the disease severity (all P<0.05). Conclusions: Tyro3 is closely related to UC and positively correlated with the disease severity. It might be a promising novel molecular marker and therapeutic target of UC.
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Objective To investigate the effect of Early Intervention Denver Model ( Early Start Denver Model,ESDM) on children with autism spectrum disorder( ASD). Methods From May 2017 to April 2018,forty four children aged 2-5 years with ASD were enrolled in the study and were randomly divided into the experimental group(n=20) and the control group (n=20). The experimental group received ESDM rehabilitation intervention and the control group received conventional rehabilitation intervention. Before and 6 months after intervention,all children were assessed by the Psycho-educational Profile-3rd Edition ( PEP-3). Results After 6 months of intervention,the developmental age of cognition (30 (26,34),33(30,44);Z=-3. 728,P<0. 001),imitation (33(29,40),38( 32,43); Z=-2. 010,P=0. 044),expression language (29(23,39),41( 33,50); Z=-3. 923, P<0. 01), receptive language ( 25 ( 20,32),34 ( 28,38); Z=-3. 727,P<0. 01) and fine motor (29(23,41),39(33,47) ;Z=-2. 704,P=0. 007) of the control group were significantly higher than those before intervention. In the experimental group,the developmental age of cognition (25 ( 21,32),37 ( 32,40); Z=-3. 922, P<0. 01),imitation ( 22 ( 17,35),39 ( 38,42); Z= -3. 826,P<0. 01),expression language (30(24,35),47( 37,53); Z=-3. 824,P<0. 01),receptive lan-guage (22(15,32),37(30,43); Z=-3. 924,P<0. 01),fine motor (25(22,33),43(30,52); Z=-3. 924, P<0. 01) and gross motor ( 24(17,38),40(27,43); Z=-3. 523,P<0. 01) were significantly higher than those before intervention. Compared with the control group,the experimental group had significantly greater changes in the five regions:cognition(6(3,10),11(10,20); Z=-2. 821,P=0. 005),expression language (6(4,9),12(7,18); Z=-3. 278,P=0. 001),receptive language(5(3,10),12(7,18); Z=-3. 299,P=0. 001),fine motor (7(1,10),13(10,22); Z=-3. 038,P=0. 002)and gross motor(1(0,10),11(5,16);Z=-2. 568,P=0. 01) of PEP-3 after intervention. Conclusion Both conventional intervention and ESDM intervention can improve the cognitive,expression language,receptive language,imitation and fine motor abili-ty of children with ASD aged from 2 to 5 years,but ESDM intervention is more effective on improving the cog-nitive,language,imitation and fine motor ability of children with ASD.
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Shanghai Jiao Tong University established the first biomedical science in China in 2016. Learning the successful experience from international universities can promote the development of this major. According to the comparison of cultivation program and curriculum system in different top universities at home and abroad, it was showed that Oxford University focused on the pluralism development of students, University of Technology Sydney paid attention to the combination of basis and clinical practice, and the University of Hong Kong stressed the integration of clinical practice, science and research, and transformation. Through the exploration of the details of educational system this university, we found that we mainly focused on five innovation ideas: building the basic knowledge , strengthening comprehensive basic knowledge teaching, stimulating students' interests towards biomedical science, developing their ability and promoting innovative education and training . Based on analysis of those cases , it is showed that the development of biomedical science in China should solve problems in curriculum integration and practical education of science and research , so as to achieve the goal to cultivate more talents in this major and boost the development and advances in the field of biomedical science.
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Shanghai Jiao Tong University established the first biomedical science in China in 2016. Learning the successful experience from international universities can promote the development of this major. According to the comparison of cultivation program and curriculum system in different top universities at home and abroad, it was showed that Oxford University focused on the pluralism development of students, University of Technology Sydney paid attention to the combination of basis and clinical practice, and the University of Hong Kong stressed the integration of clinical practice, science and research, and transformation. Through the exploration of the details of educational system this university, we found that we mainly focused on five innovation ideas: building the basic knowledge, strengthening comprehensive basic knowledge teaching, stimulating students' interests towards biomedical science, developing their ability and promoting innovative education and training. Based on analysis of those cases, it is showed that the development of biomedical science in China should solve problems in curriculum integration and practical education of science and research, so as to achieve the goal to cultivate more talents in this major and boost the development and advances in the field of biomedical science.