Research advances in the protective effect of sulforaphane against liver injury and related mechanisms / 临床肝胆病杂志

Sulforaphane is a phytochemical with a variety of biological activities that exists widely in Cruciferae plants. This article summarizes the recent experimental studies of sulforaphane in the treatment of various types of liver injury in China and globally and reviews the role and mechanism of sulforaphane in protecting against liver injury. Based on the experimental animal models of liver injury, this article summarizes the therapeutic effect of sulforaphane on the models of chemical liver injury, drug-induced liver injury, alcoholic liver injury, immunological liver injury, and ischemia/reperfusion liver injury and analyzes the mechanism of action of sulforaphane in improving experimental liver injury, so as to provide a reference for in-depth research on sulforaphane in protecting against liver injury.

Progress in the biological effects of muscle-specific microRNAs on muscle contraction and relaxation / 复旦学报（医学版）

Muscle-specific microRNAs (myomiRs) are a class of small endogenous non-coding RNAs that expressed specifically in the muscle tissue.By negatively regulating related gene expression at posttranslational level,they participate in a variety of biological processes and affects the occurrence and development of diseases.The occurrence and development of muscle-related diseases,such as chronic obstructive pneumonia disease,hypertrophic cardiomyopathy and so on,induce the expression changes of myomiRs and downstream target genes.The effects of myomiRs on the muscle contraction will affect the development of the disease.This paper will review the biological effects of common myomiRs,such as miR-1,miR-133,miR-206,miR-208 and miR-499 in muscle contraction and relaxation,including striated and non-striated muscle.Better understanding of the effects of myomiRs on the biological effects of muscle contraction and relaxation will provide a new idea for the treatment of muscle-related diseases.

Construction of the training mode of English teaching ability for medical professional teachers / 中华医学教育探索杂志

Objective To explore the reasonable construction of the bilingual teaching training mode for medical professional teachers so as to improve the effectiveness of the bilingual teacher training,promote the development of faculties and the quality of bilingual teaching in colleges and universities.Methods First,need analysis was done on 45 medical teachers who had taught medical scienc.e in English or intended to do it in Third Military Medical University and four basic modules were formed lectures in class,one on one instruction,self training,simulation teaching.Lectures in class are related to how to improve students' ability of language,make PPT and design teaching plans.One on one instruction focuses on pronunciation,lecture notes writing in English,trial teaching and teaching attitude;self training includes human-computer interaction in listening and speaking,independent preparation for lessons and video learning;simulation teaching is composed of trial lecture in class,teacher-student comments and demo lessons.Then 3 students participating the training was investigated and the analytic hierarchy process (AHP) was applied to calculate the weights of every indices.Results Primary index weights are:0.490 for one-on-one tutoring;0.240 for simulated teaching;0.180 for having English lessons;0.082 for independent learning.Weights of secondary indices are as the following.Trial teaching,the lecture notes writing in English and the training for English pronunciation and teachers' classroom language which are subordinate to the primary index of one-on-one tutoring are 0.180 0,0.150 0 and 0.096 0 respectively;teachers' comments and peer feed-back and demo class under the primary indices of simulated teaching are 0.120 0 and 0.091 0.Conclusion In order to improve the teaching ability in English,it is necessary to strengthen the one-onone tutoring for medical professional teachers,highlight English teachers' comments and peer assessment and excavate the effect of demo classes in the training program.

Reform and assessment on English curriculum for medical doctor-postgraduates based on the requirement analysis theory / 中华医学教育探索杂志

Objective To reform and assess the English curriculum for medical doctor-post-graduates based on the requirement analysis theory. Methods All of the medical doctor-postgradu-ates in grade 2012 of the Third Military Medical University were surveyed using questionnaires and face-to-face interviews on randomly chosen students,which collected information on the current Eng-lish skill levels,the requirements and the motivations of English learning,the satisfiable degree of English curriculum,and the outcomes of the curriculum reform. Statistical analysis methods were ap-plied in this study,especiallyχ22 test which was used to test the impact of current English levels on the requirements and motivations of English learning and the analysis results were applied to guide the curriculum reform and assessment. Results The questionnaires were handed out for twice,340 in total. Before and after the course setting,168 and 170 effective ones were got respectively. The first questionnaire showed the requirement of English learning wasn't influenced by the current English skill levels (P=0.329). That was to say 70.2%(118/168)of the surveyed students whether they were in level 4 or 6 all desired to improve English listening and speaking skills;and regard to English lear-ning motivations,publishing SCI papers,studying abroad,personal interest,or passing the course's exams accounted for 53.6%(90/168),24.4%(41/168),15.5%(26/168),6.5%(11/168)respec-tively,but relevant to their English levels (P=0.036). Regardless of their English levels,publishing SCI papers was the chief motivation of English learning. However,passing curriculum examinations as a motivation was more relevant to low-level students. The second survey also showed that 86.5%(147/170)students satisfied the setting of ‘listening and speaking’to ‘reading and writing’(2∶1) and 86 . 3%(145/168 )of students considered necessary to have a SCI dissertation writing course . However,once taking it,30.3%(44/145)out of the 86.3%(145/168)students expressed dissatisfac-tion to the course. In addition,about 48.8%(83/170)of students supported the tiered teaching model. Conclusions The requirement analysis technique is conducive to curriculum setting for medical doc-tor-postgraduates. However,the curriculum system needs to be optimized from the aspects of teaching methods,the tiered teaching model,and the teaching staff team. In particular,the cooperation be-tween English language teachers and medical major teachers should be strengthened in order to ap-proach an adequate and effective curriculum.