This study aimed to explore the value of animal energy metabolism monitoring system (AEMMS) to evaluate the energy metabolism of acute alcohol liver injury in rat with the treatment of acupuncture.Tirty rats were randomly divided into the control group,the model group and the EA group.The model group and the EA group were gavaged with 50％ ethanol for the establishment of the animal model of acute alcoholic liver injury.EA was given by needling Zusanli (ST-36) 30 min after intragastic administration every day in the EA group.The treatment of acupuncture continued 3 days.In addition,the RER,heat,feeding and drinking were continuously recorded for 96 h in each group at the same time by AEMMS.As a result,the RER,feeding and drinking indices significantly decreased in rats with ALI with an increase in the heat index.There was an up-going tendency of the RER,feeding and drinking indices,and a declined tendency of the heat index in the model rats after EA treatment.It was concluded that AEMMS presented a practical value in the study of the energy metabolism of rats with ALI with the treatment of acupuncture.

Objective To explore and evaluate the effects of participatory teaching approach in the teaching of medical research methods. Methods The students of clinical medicine of Grade 2007 who took the elective course of medical scientific research method were taken as traditional teaching group, taught by teachers only, while the students of clinical medicine of Grade 2008 and 2009 as participatory teaching group, adopting the way of teachers' lectures and students' participation. At the end of the course, the questionnalre survey method combining interviews was used to investigate the teaching effectiveness, using descriptive analysis and chi-square test to compare the effectiveness between the traditional teaching methods and the participatory teaching methods. Results Compared with the traditional 'teachers centered' method, the 'participatory teaching approach' had better teach-ing results. Through the study of this course, 54 students (42.9%) learned how to conduct scientific research topics, 44 students (34.9%) mastered the design of the questionnalre, 59 students (46.8%) enhanced their ability of data analysis. Students' learning motivation and satisfaction were higher, and 117 student's participation (92.8%) were satisfied with the curriculum setting. Conclusion In medical research method teaching, the effect of participatory teaching method teaching is superior to the tradi-tional teaching method, and students' motivation and satisfaction are higher.