Aime To study the anti-C. albicans activity of baicablin,and to explore its anti-C.albicans mechanism preliminarily. Method ① The minimum inhibitory concentration (MIC) and the minimum fungicidal concentration(MFC) of baicalin against C.albicans were determined by microdilution method. ② By means of incorporation experiment of isotope-labelled precursor, the incorporation inhibitation rates of [ 3H]-TdR,[ 3H]-UdR,[ 3H]-leucine were measured after treatment with various concentrations of baicalin respectively. Result ① The MIC and MFC of baicalin (above purity 98%) against C albicans(1?107 cfu?L -1) were both 1.0 g?L -1. The MIC and MFC of baicalin (above 98% purity) against C albicans(2.5?107 cfu?L -1) both 2.0 g?L -1. ② The dose of baicalin of 0.5, 1 and 2 MIC could obviously inhibit incorporation of the precursors and there were significant differences among the inhibition rate of three precursors incorporation (P0.05). Conclusion ① Baicalin had strong anti-C albicans activity in vitro. ② Baicalin(above purity 98%) could obviously inhibit incorporation of [ 3H]-TdR, [ 3H]-UdR and [ 3H]-leucine into C albicans and the incorporation inhibition rate of [ 3H]-UdR was highest among them, suggesting that the anti-C albicans mechanism of baicalin may be involved with the inhibition of DNA, RNA and protein synthesis.

ObjectiveTo evaluate “main line teaching-topic design” based classroom discussion method in immunology teaching. MethodsStudents of five-year class of pharmacology of Grade 2008 and Grade 2009 were selected to sit the innovating teaching.The teaching methods included main line teaching,topic design,classroom discussion and experimental operation.The evaluation of the effect was analyzed by the way of a questionnaire and comparing test scores.ResultsQuestionnaire survey results show that more than 73.5％ of experimental class students thought that the “main line teaching-topic design” based classroom discussion method helps to stimulate their learning enthusiasm and improve comprehensive ability.By T test,the difference of the average scores of experimental class and control class students was statistically significant ( P=0.0028 ).ConclusionThe “main line teaching-topic design”based classroom discussion method is accepted as an effective approach of immunology teaching and worth to extensive application.