Background:Liver diseases are a major contributor to both morbidity and mortality.Conditional knockout animals are always produced through crossing floxed animals with a tissue-specific Cre animal.The use of floxed ra...Background:Liver diseases are a major contributor to both morbidity and mortality.Conditional knockout animals are always produced through crossing floxed animals with a tissue-specific Cre animal.The use of floxed rat resource has rapidly increased,but the liver-specific Cre rat lines for studying liver diseases and interested genes are limited,especially in a spatially and temporally restricted manner.Methods:RNA sequencing and real-time polymerase chain reaction(PCR)were used to screen and confirm the presence of liver-specific genes.Apoa4-Cre rats and Cyp2c11-Cre rats were produced by CRISPR/Cas9 knockin.Rosa26-imCherry rats were employed to hybridize with the Cre rats to obtain the Apoa4-Cre/Rosa26-imCherry and Cyp2c11-Cre/Rosa26-imCherry rats.The temporal and spatial patterns of Cre expression were determined by the observation of red fluorescence on tis-sue sections.Hematoxylin-eosin stain was used to evaluate the liver histopathologic changes.The blood biochemical analysis of several liver enzymes and liver lipid profile was performed to evaluate the liver function of Cre rats.Results:Apoa4 and Cyp2c11 were identified as two liver-specific genes.Apoa4-Cre and Cyp2c11-Cre rats were produced and hybridized with Rosa26-imCherry rats.The red fluorescence indicated that the Cre recombinases were specially expressed in the juvenile and adult liver and not in other organs of two hybridized rats.All the blood biochemical parameters except low-density lipoprotein(LDL)did not change signifi-cantly in the Cre rats.No histological alterations were detected in the livers of the Cre rats.Conclusions:Liver-specific Apoa4-Cre and Cyp2c11-Cre rats have been established successfully and could be used to study gene knockout,specifically in juvenile and adult liver.展开更多
目的探究联系-概念-实用练习-总结(connections-concepts-concrete practice-conclusions,4C)教学法联合案例教学法(case-based learning,CBL)在泌尿外科护理实习带教中的应用效果。方法回顾性选取2022年5月—2023年4月于郑州大学第一...目的探究联系-概念-实用练习-总结(connections-concepts-concrete practice-conclusions,4C)教学法联合案例教学法(case-based learning,CBL)在泌尿外科护理实习带教中的应用效果。方法回顾性选取2022年5月—2023年4月于郑州大学第一附属医院泌尿外科实习的118名护理实习生(简称护生)为研究对象,依据不同带教方式分为对照组(n=58)、观察组(n=60)。对照组接受常规带教实习,观察组在对照组的基础上接受4C教学法联合CBL教学法,实习6个月。对比2组出科成绩、中文版医患沟通技能评价量表(set the stage,elicit information,give information,understand the patient's perspective,end the encounter,SEGUE)、注册护士核心能力量表(competency inventory for registered nurses,CIRN)、自我导向学习量表(self-rating scale of self-directed learning,SRSSDL)评分及护生满意度。结果观察组理论知识、实操技能评分[(90.45±4.25)分、(91.57±3.77)分]均高于对照组[(83.67±6.91)分、(80.64±6.38)分],差异有统计学意义(P<0.001);观察组的SEGUE、CIRN、SRSSDL量表各项评分均高于对照组,差异有统计学意义(P<0.05);观察组护生满意度(96.67%)高于对照组(81.03%),差异有统计学意义(P<0.05)。结论4C教学法联合CBL教学法应用于泌尿外科护理实习带教中可提升护生核心能力及医患沟通能力,还能增强自我导向学习能力,提高出科成绩,增强满意度。展开更多
目的:探讨C1q样蛋白4(C1q-like protein 4,C1ql4)对乳腺癌细胞侵袭及迁移的影响,以及可能的作用机制。方法:采用实时荧光定量PCR法检测50例乳腺癌患者肿瘤组织和癌旁组织以及乳腺细胞(乳腺癌细胞BT549和MCF-7以及正常乳腺细胞MCF-10A)中...目的:探讨C1q样蛋白4(C1q-like protein 4,C1ql4)对乳腺癌细胞侵袭及迁移的影响,以及可能的作用机制。方法:采用实时荧光定量PCR法检测50例乳腺癌患者肿瘤组织和癌旁组织以及乳腺细胞(乳腺癌细胞BT549和MCF-7以及正常乳腺细胞MCF-10A)中C1ql4 mRNA的表达水平。合成针对C1ql4基因的siRNA(siC1ql4),采用脂质体转染的方法将其转入乳腺癌BT549细胞,并采用蛋白质印迹法检测沉默效率。MTT法检测各组细胞的增殖能力,Transwell小室实验检测细胞的侵袭能力,划痕实验检测细胞的迁移能力;蛋白质印迹法法检测各组细胞中Snail、Slug、核因子-κB(nuclear factor-κB,NF-κB)以及磷酸化NF-κB(phospho-NF-κB,p-NF-κB)的表达水平,免疫荧光法定位NF-κB的分布,实时荧光定量PCR法检测NF-κB靶基因TNF-α和IL-1β mRNA的表达水平。结果:乳腺癌组织中C1ql4 mRNA的表达水平明显高于癌旁组织,乳腺癌BT549和MCF-7细胞中C1ql4 mRNA的表达水平明显高于正常乳腺MCF-10A细胞(P<0.05)。沉默C1ql4表达后,BT549细胞的增殖、侵袭和迁移能力均明显下降(P均<0.001);Snail和Slug的mRNA以及蛋白的表达量均显著下调(P均<0.001),TNFα和IL-1β的mRNA表达水平均明显降低(P均<0.001);NF-κB入核减少,p-NF-κB/NF-κB比值减小(P均<0.05)。结论:C1ql4可能通过激活NF-κB通路调控乳腺癌细胞的侵袭及迁移,促进乳腺癌进展。展开更多
基金CAMS Innovation Fund for Medical Sciences(CIFMS),Grant/Award Number:2021-I2M-1-035National Natural Science Foundation of China,Grant/Award Number:31970508。
文摘Background:Liver diseases are a major contributor to both morbidity and mortality.Conditional knockout animals are always produced through crossing floxed animals with a tissue-specific Cre animal.The use of floxed rat resource has rapidly increased,but the liver-specific Cre rat lines for studying liver diseases and interested genes are limited,especially in a spatially and temporally restricted manner.Methods:RNA sequencing and real-time polymerase chain reaction(PCR)were used to screen and confirm the presence of liver-specific genes.Apoa4-Cre rats and Cyp2c11-Cre rats were produced by CRISPR/Cas9 knockin.Rosa26-imCherry rats were employed to hybridize with the Cre rats to obtain the Apoa4-Cre/Rosa26-imCherry and Cyp2c11-Cre/Rosa26-imCherry rats.The temporal and spatial patterns of Cre expression were determined by the observation of red fluorescence on tis-sue sections.Hematoxylin-eosin stain was used to evaluate the liver histopathologic changes.The blood biochemical analysis of several liver enzymes and liver lipid profile was performed to evaluate the liver function of Cre rats.Results:Apoa4 and Cyp2c11 were identified as two liver-specific genes.Apoa4-Cre and Cyp2c11-Cre rats were produced and hybridized with Rosa26-imCherry rats.The red fluorescence indicated that the Cre recombinases were specially expressed in the juvenile and adult liver and not in other organs of two hybridized rats.All the blood biochemical parameters except low-density lipoprotein(LDL)did not change signifi-cantly in the Cre rats.No histological alterations were detected in the livers of the Cre rats.Conclusions:Liver-specific Apoa4-Cre and Cyp2c11-Cre rats have been established successfully and could be used to study gene knockout,specifically in juvenile and adult liver.
文摘目的探究联系-概念-实用练习-总结(connections-concepts-concrete practice-conclusions,4C)教学法联合案例教学法(case-based learning,CBL)在泌尿外科护理实习带教中的应用效果。方法回顾性选取2022年5月—2023年4月于郑州大学第一附属医院泌尿外科实习的118名护理实习生(简称护生)为研究对象,依据不同带教方式分为对照组(n=58)、观察组(n=60)。对照组接受常规带教实习,观察组在对照组的基础上接受4C教学法联合CBL教学法,实习6个月。对比2组出科成绩、中文版医患沟通技能评价量表(set the stage,elicit information,give information,understand the patient's perspective,end the encounter,SEGUE)、注册护士核心能力量表(competency inventory for registered nurses,CIRN)、自我导向学习量表(self-rating scale of self-directed learning,SRSSDL)评分及护生满意度。结果观察组理论知识、实操技能评分[(90.45±4.25)分、(91.57±3.77)分]均高于对照组[(83.67±6.91)分、(80.64±6.38)分],差异有统计学意义(P<0.001);观察组的SEGUE、CIRN、SRSSDL量表各项评分均高于对照组,差异有统计学意义(P<0.05);观察组护生满意度(96.67%)高于对照组(81.03%),差异有统计学意义(P<0.05)。结论4C教学法联合CBL教学法应用于泌尿外科护理实习带教中可提升护生核心能力及医患沟通能力,还能增强自我导向学习能力,提高出科成绩,增强满意度。
