According to the traditional immunization procedure, after the first injection of the sample A (emulsion of aimed antigen and Freund's complete adjuvant) to immunize rabbit, successive injections of the sample B (...According to the traditional immunization procedure, after the first injection of the sample A (emulsion of aimed antigen and Freund's complete adjuvant) to immunize rabbit, successive injections of the sample B (emulsion of aimed antigen and Freund's incomplete adjuvant) were followed every 2-4 weeks. In general,high titer of the corresponding polyclonal antisera will be observed after 4-5 injections of sample B in 3-4months. This report presents a simply modified procedure that was able to stimulate the antisera formation in one month and achieve enough avidity to satisfy either Western blot or immunohistochemistry analysis.It just applied an additional injection of the sample A to the rabbit at the 3rd day after the primary immunization injection. You could gain the high titer of the antisera right after the first sample B injection in one month. This method has produced the desired results in three different recombinant antigens with different molecular weight (5.9 KD-55 KD) expressed from prokaryotic or eukaryotic cells.展开更多
目的:比较传统的以授课为主的教学方法(lecture based learning,LBL)模式和以问题为基础的教学法(problems based learning,PBL)联合LBL教学模式对肿瘤免疫教学效果的影响,以期提高教学质量。方法:在2016年肿瘤免疫教学中,选取空军军医...目的:比较传统的以授课为主的教学方法(lecture based learning,LBL)模式和以问题为基础的教学法(problems based learning,PBL)联合LBL教学模式对肿瘤免疫教学效果的影响,以期提高教学质量。方法:在2016年肿瘤免疫教学中,选取空军军医大学临床医学专业两个班级共112名本科生,并将两个班级分别作为对照组(LBL)和实验组(LBL联合PBL),通过书面考试与调查问卷评估教学效果。结果:在理论考试中,实验组的考核总成绩显著高于对照组(P<0.05),进一步分析发现,两组之间的客观题成绩无显著差异(P>0.05),而实验组的理解应用题成绩显著高于对照组(P<0.05)。实验组中调查问卷的结果显示,91.7%的学生认为PBL模式优于传统LBL模式,且86.7%学生认为PBL联合LBL优于单一的PBL模式。结论:PBL联合LBL教学模式可提高肿瘤免疫课程的教学质量,并有利于培养高素质的医学人才,值得推广。展开更多
基金We would like to thank Peifang Ping,BaozhenPeng and Dr.Xinxiu Yang for their helps in im-munization and ELISA.This work was funded bythe National Natural Sciences Foundation of China,No.39893320,the"973"Basic Research FundingScheme of China(G 199905590
文摘According to the traditional immunization procedure, after the first injection of the sample A (emulsion of aimed antigen and Freund's complete adjuvant) to immunize rabbit, successive injections of the sample B (emulsion of aimed antigen and Freund's incomplete adjuvant) were followed every 2-4 weeks. In general,high titer of the corresponding polyclonal antisera will be observed after 4-5 injections of sample B in 3-4months. This report presents a simply modified procedure that was able to stimulate the antisera formation in one month and achieve enough avidity to satisfy either Western blot or immunohistochemistry analysis.It just applied an additional injection of the sample A to the rabbit at the 3rd day after the primary immunization injection. You could gain the high titer of the antisera right after the first sample B injection in one month. This method has produced the desired results in three different recombinant antigens with different molecular weight (5.9 KD-55 KD) expressed from prokaryotic or eukaryotic cells.
文摘目的:比较传统的以授课为主的教学方法(lecture based learning,LBL)模式和以问题为基础的教学法(problems based learning,PBL)联合LBL教学模式对肿瘤免疫教学效果的影响,以期提高教学质量。方法:在2016年肿瘤免疫教学中,选取空军军医大学临床医学专业两个班级共112名本科生,并将两个班级分别作为对照组(LBL)和实验组(LBL联合PBL),通过书面考试与调查问卷评估教学效果。结果:在理论考试中,实验组的考核总成绩显著高于对照组(P<0.05),进一步分析发现,两组之间的客观题成绩无显著差异(P>0.05),而实验组的理解应用题成绩显著高于对照组(P<0.05)。实验组中调查问卷的结果显示,91.7%的学生认为PBL模式优于传统LBL模式,且86.7%学生认为PBL联合LBL优于单一的PBL模式。结论:PBL联合LBL教学模式可提高肿瘤免疫课程的教学质量,并有利于培养高素质的医学人才,值得推广。
