长江铜鱼和圆铜鱼肝胰腺的比较研究

对长江上游铜鱼和圆口铜鱼的肝胰腺进行了比较研究，两种铜鱼的肝胰腺都很发达，且同属于含脂肪为主的类型，二在结构和成分上虽有一定程度的相似，但差异也十分明显：铜鱼的肝胰腺分为3叶，肝胰腺结构较为致密，肝细胞较小，肝糖元含量较多，肝胰指数为2.2%，蛋白质含量8.7%，脂肪含量18.2%；圆口铜鱼的肝胰腺分为2叶，肝胰腺结构较为疏松，肝细胞较大，肝糖元含量很少，肝胰指数为3.8%，蛋白质含量8.8%，脂肪含量22%。     

荔枝蝽卵巢管的组织学研究

荔枝蝽的卵巢管属端滋式,卵巢管主要由原卵区、生长区和卵巢管柄等几部分组成,根据其结构特点,原卵区可进一步分为Ⅰ区、Ⅱ区、Ⅲ区和颈区。在发育过程中,卵细胞逐渐由边缘向中央并形成卵泡囊。卵巢管的组织学特征可作为卵巢发育分级的一个参数。     

大鳍鳠肝脏、胰脏胚后发育的组织学研究

利用组织切片技术首次在显微水平对大鳍肝脏、胰脏的发育特点作了系统研究 .结果表明 :与大多数硬骨鱼类一致 ,大鳍肝脏、胰脏在仔鱼前期开始发育 ,后逐渐完善 .5日龄仔鱼肝后部开始贮存脂质 ,7日龄仔鱼肝前部开始积累脂质 .肝脏的发育与卵黄囊有密切的关系 .胰脏为弥散型 ,具有丰富的小胰管     

负重跑训练对老龄大鼠肌肉丢失的影响

研究目的:探讨负重跑训练对老龄大鼠肌肉丢失的影响.研究方法:以8只4月龄雄性SD大鼠为成年对照组,以32只17月龄SD雄性大鼠为老龄组被试,32只17月龄大鼠被随机分为4组,分别为安静对照组、无负重跑组、30%最大负荷负重跑和60%最大负荷负重跑组.经过6周的负重跑训练后,将不同负荷的3组训练组大鼠肌肉组织学特征与成年和老年安静组大鼠进行对照.研究结果:30%最大强度的负重跑训练能够有效抑制肌肉丢失,提高肌肉抗氧化水平.结论:适宜负荷的负重跑训练可以有效地逆转衰老大鼠肌纤维分型的退化,抑制衰老性肌肉丢失.     

National Survey on Canadian Undergraduate Medical Programs: The Decline of the Anatomical Sciences in Canadian Medical Education

The anatomical sciences have always been regarded as an essential component of medical education. In Canada, the methodology and time dedicated to anatomy teaching are currently unknown. Two surveys were administered to course directors and discipline leaders to gain a comprehensive view of anatomical education in Canadian medical schools. Participants were queried about contact hours (classroom and laboratory), content delivery and assessment methods for gross anatomy, histology, and embryology. Twelve schools responded to both surveys, for an overall response rate of 64%. Overall, Canadian medical students spend 92.8 (± 45.4) hours (mean ± SD) studying gross anatomy, 25.2 (± 21.0) hours for histology, and 7.4 (± 4.3) hours for embryology. Gross anatomy contact hours statistically significantly exceeded those for histology and embryology. Results show that most content is delivered in the first year of medical school, as anatomy is a foundational building block for upper-year courses. Laboratory contact time for gross anatomy was 56.8 (± 30.7) hours, histology was 11.4 (± 16.2) hours, and embryology was 0.25 (± 0.6) hours. Additionally, 42% of programs predominantly used instructor/technician-made prosections, another 33% used a mix of dissection and prosections and 25% have their students complete cadaveric dissections. Teaching is either completely or partially integrated into all Canadian medical curricula. This integration trend in Canada parallels those of other medical schools around the world where programs have begun to decrease contact time in anatomy and increase integration of the anatomical sciences into other courses. Compared to published American data, Canadian schools offer less contact time. The reason for this gap is unknown. Further investigation is required to determine if the amount of anatomical science education within medical school affects students' performance in clerkship, residency and beyond.     

凹耳臭蛙及其同域分布3种蛙类口腔底壁皮肤组织切片分析

选用同域分布于湍流生境的凹耳臭蛙（Odorranatormota）、大绿臭蛙（Odorranagraminea）、武夷湍蛙（Amolopswuyiensis）和花臭蛙（Odorranaschmackeri）的口腔底壁皮肤为研究对象．并以非湍流生境分布的黑斑侧褶蛙（Pdophylax nigromaculatus）为对照。通过比较解剖和组织切片对比几种蛙类皮肤结构发现,超声蛙类凹耳臭蛙的皮肤比其他物种更薄更松弛、皮肤横切面粘液腺较小且数量较少。这些特征可能有利于凹耳臭蛙口腔产生较大沉降．从而为其声带的高频振动提供结构基础。     

小针刀治疗肌肉损伤的组织学和生物力学研究

采用不完全锐性切割的方法对实验兔双后肢造成损伤模型 ,左腿为自然恢复组 ,右腿为小针刀治疗组 ,分别于损伤后 1 0天、2 0天、2 8天取材 ,进行组织学观察和生物力学指标测试 ,观察小针刀治疗后受损肌肉的组织学和生物力学指标的变化 ,为小针刀疗法提供理论依据 ,为瘢痕性软组织运动损伤探索一种行之有效的治疗方法。结果表明 :通过光镜观察发现 ,伤后 2 0天和 2 8天 ,小针刀治疗组与自然恢复组相比 ,肌纤维面积都显著增加 ( P<0 .0 1 )。治疗组肌肉的强度极限和最大伸长量均高于自然恢复组 ,但无显著性差异。提示 :小针刀疗法可以促进损伤部位的肉芽组织转化 ,松解损伤组织间的粘连 ,减轻肌纤维间结缔组织增生 ,促进受损肌肉的恢复 ,对运动中经常发生的软组织损伤有独到的疗效     

组织学课程教学中存在的问题与思考

ZHANG Jing;GU Jiexin(Teaching and Research Section of Histology and Embryology, Xuzhou Medical University,Xuzhou, Jiangsu 221004;Experimental Teaching Center fbr Linguistic Sciences, Jiangsu Normal University, Xuzhou, Jiangsu 221009)     

美国大学校长权力来源的组织学分析

美国的高等教育在发展过程中形成了独特的管理组织结构，而这种组织形式授予了大学校长很大的权力。正是由于美国校长拥有很大的权力，可以根据自己的理念进行大学改革，所以形成了今天美国众多风格各异的大学，从而保证了美国大学的活力和进步。     

Reception learning and self-discovery learning in histology: Students' perceptions and their implications for assessing the effectiveness of different learning modalities

Two questionnaires were used to investigate students' perceptions of their motivation to opt for reception learning (RL) or self‐discovery learning (SDL) in histology and their choices of complementary learning strategies (CLS). The results demonstrated that the motivation to attend RL sessions was higher than the motivation to attend SDL to gain new knowledge (P < 0.01) and to apply this acquired knowledge to diagnosis (P < 0.01), therapy (P < 0.01), and research (P < 0.05). Students also showed a stronger preference for RL based on motivations related to leadership (P < 0.01) and competition (P < 0.01), although the rates were very low in both cases (≤ 1.9 ± 1.1). Statistically significant differences were found between male and female students for leadership (higher in males), responsibility (higher in females), and acquiring new knowledge (higher in females only in RL). This study's findings for students' preferred CLS strategies suggested a greater need for additional complementary resources after RL than after SDL (P < 0.01). In conclusion, RL was associated with a greater need for complementary training resources such as textbooks, atlases, the internet, audiovisual media, and tutorials, whereas SDL was associated with a greater need to orient teaching and training toward medical practice. These results suggest the need to reorient both types of learning processes to enhance their effectiveness in teaching histology, especially in the case of SDL, which should place more emphasis on clinically oriented knowledge. Anat Sci Educ. © 2012 American Association of Anatomists.