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关键词： 智慧课堂   组织学与胚胎学   APP  

摘要： 基于APP构建《组织学与胚胎学》智慧课堂,APP平台交互性强,易于操作,课程针对学生的自主学习能力,充分体现组织学与胚胎学学科特点及智慧课堂的设计思路,合理优化重组教学内容,开启组织学与胚胎学的教学新模式,值得推广应用.

关键词： 组织胚胎学   翻转课堂   微课  

摘要： 目的:探讨在翻转课堂背景下微课应用于组织胚胎学教学的效果。方法:选取本校2017级康复治疗技术专业1、2班分别作为对照组和实验组。实验组实施了基于微课的翻转课堂教学模式,而对照组则采用传统的教学模式。对实验组满意度等进行问卷调查,并对两组的期末综合成绩进行比较分析。结果 :实验组的综合成绩明显高于对照组(P <0.05),问卷调查满意度在96%以上。结论 :基于微课的翻转课堂教学模式调动了学生的学习自觉性,激发了学生的主观能动性,促进了教学效果的提高。

关键词： 实验报告   教学效果   胚胎学   组织学   拍照   实验教学   感性认识   立体教学  

摘要： 组织学与胚胎学是重要的桥梁课程[1],实验教学是其关键环节,学生必须通过实验课上的切片观察得到感性认识,再结合理论所学掌握知识点[2]。为提高实验教学效果,近年来,学者尝试了多种方法如立体教学[3]、思维导图[4]、构建知识体系[5]、翻转课堂[6]、PBL结合“三比法[7]”、传统绘图联合结构填图[2,8]等。传统的实验报告采用绘图形式,而学生所绘图与真实镜下图像存在程度不等的偏差,故学生对知识点的掌握并不牢固。

关键词： 255-nm light-emitting diode   405-nm light-emitting diode   Enterococcus faecalis   human embryonic palatal mesenchyme cells   primary human gingival fibroblasts   regeneration  

摘要： Introduction: The successful treatment of infected or inflamed endodontic tissues requires chemomechanical debridement of the canal spaces and proper sealing of the coronal and apical canal openings. Only a few methods are available to further disinfect areas or initiate regeneration of local tissues. In this study, we assessed the ability of 255-nm and 405-nm light-emitting diode (LED) treatment to kill planktonic cultures of Enterococcus faecalis and induce the production of cellular biomarkers related to endodontic tissue regeneration. Methods: We determined the antimicrobial effects of 255-nm and 405-nm LED treatment on E. faecalis and the effects of 255-nm and 405-nm LED treatment on the production of osteoinductive, angiogenic, proliferative, and proinflammatory biomarkers from human embryonic palatal mesenchyme (HEPM) cells and gingival fibroblasts. Results: We showed that 255-nm LED but not 405-nm LED treatment killed E. faecalis;the 255-nm LED and sodium hypochlorite more efficiently killed E. faecalis;neither 255-nm nor 405-nm LED treatment affected the viability of HEPM cells and gingival fibroblasts;and 255-nm LED treatment, alone or in combination with 405-nm LED treatment, of HEPM cells and gingival fibroblasts induced the production of biomarkers related to endodontic tissue regeneration. Conclusions: The results of this study suggest a new treatment modality using short periods of 255-nm LED treatment as an adjunct to chemomechanical debridement for the disinfection of inflamed sites and the production of biomarkers related to endodontic tissue regeneration.

关键词： 思维导图   高职   人体解剖学   组织胚胎学   教学应用  

摘要： 思维导图是一种组织性思维工具,将其应用在教学活动中,可以激发学习兴趣,在有限时间内掌握更多知识。本文首先指出思维导图应用在教学中的价值,然后阐述了在高职人体解剖学、组织胚胎学教学中的应用,最后结合教学实例进行分析,以供参考。

关键词： 数字切片   组织胚胎学   实验教学  

摘要： 组织胚胎实验教学中,离不开切片观察教学。而传统的玻璃切片在教学上具有一定的局限性,切片的质量容易受到多方面的影响。使学生难以对切片进行客观的分析和精准的判断。数字切片建立在玻璃切片的基础上,弥补了玻璃切片教学中的很多不足之处,有利于组织胚胎实验教学的顺利开展。本文针对数字切片在组织胚胎实验教学中的应用展开论述,为数字切片的实际教学应用提供参考。

关键词： Zebrafish   Fish embryo test   QSAR   Acute toxicity   Lethal effects   Sublethal effects   Drugs  

摘要： The final fate of many drugs is release into the natural aquatic environment. It is necessary to assess the toxicity caused by this situation and the associated concerns for human beings. Zebrafish (Danio rerio) is a common biomodel used to assess toxicity in aquatic environments. The zebrafish embryo toxicity test was selected to evaluate the acute toxicity of several drugs (diphenhydramine, gentamicin, tobramycin, enalapril and lidocaine) due to the lack of such information. Lethal and sublethal effects were detected, and the LC50 values of the drugs ranged from 11.0 mg/L to 422.10(2) mg/L. For all of the drugs tested, these values were higher than the concentrations found in the natural environment. Therefore, there was a low environmental toxicological risk. Nevertheless, teratogenic effects were also recorded when embryos of zebrafish were exposed to caffeine (control drug), diphenhydramine and lidocaine at lower concentrations than the respective LC50 values. Quantitative structure activity relationship analysis was also performed to analyse these drugs and other chemicals with pharmaceutical uses as well as previous toxicological data in this vertebrate after 48 h of exposure. It is estimated that the partition coefficient, log P, is the main physicochemical property related to the ecotoxicological data and can be used for the development of a mathematical model.

关键词： self-organization   nuclear positioning   cell cycle   embryonic development   cortical contractility   cytoplasmic flows   optogenetics   actomyosin network   synchronization   collective dynamics  

摘要： The synchronous cleavage divisions of early embryogenesis require coordination of the cell-cycle oscillator, the dynamics of the cytoskeleton, and the cytoplasm. Yet, it remains unclear how spatially restricted biochemical signals are integrated with physical properties of the embryo to generate collective dynamics. Here, we show that synchronization of the cell cycle in Drosophila embryos requires accurate nuclear positioning, which is regulated by the cell-cycle oscillator through cortical contractility and cytoplasmic flows. We demonstrate that biochemical oscillations are initiated by local Cdkl inactivation and spread through the activity of phosphatase PP1 to generate cortical myosin II gradients. These gradients cause cortical and cytoplasmic flows that control proper nuclear positioning. Perturbations of PP1 activity and optogenctic manipulations of cortical actomyosin disrupt nuclear spreading, resulting in loss of cell-cycle synchrony. We conclude that mitotic synchrony is established by a self-organized mechanism that integrates the cell-cycle oscillator and embryo mechanics.

关键词： 短效避孕药优思悦   宫腔镜手术   妊娠胚胎组织残留   临床疗效  

摘要： 目的探讨短效避孕药优思悦联合宫腔镜下残留胚胎组织电切术治疗胚胎组织残留的疗效。方法选取2016年6月~2018年6月于我院就诊的120例妊娠胚胎组织残留患者为研究对象。采用随机数字表法将其分为研究组与对照组各60例,对照组患者接受常规清宫术治疗,研究组采取宫腔镜联合短效避孕药优思悦治疗,比较两组治疗效果及术后不良反应发生情况。结果研究组子宫内膜厚度、术中出血量、术后出血时间、恢复正常月经时间、血HCG恢复正常时间与对照组比较存在显著差异(P<0.05);研究组患者术后不良反应发生率明显低于对照组(P<0.05)。结论采用短效避孕药优思悦联合宫腔镜手术治疗妊娠胚胎组织残留疗效确切,可显著促进患者术后康复,降低术后不良反应发生率,具有临床应用及推广价值。

关键词： 组织学与胚胎学   教学改革   形成性评价  

摘要： 将形成性评价应用于组织学与胚胎学的教学过程中,通过对课堂内外、阶段性测验、学习态度以及实习课完成情况等各方面的评价,全面关注学生的知识、技能、态度、情感、学习策略、参与意识、合作精神等等,从而提升学生发现问题、解决问题的能力,建立学生的自信心,发现自身价值,提升学习兴趣,提高学习的主动性和积极性。