Aim To establish a method to purify factor B in human sera. Methods A combination of euglobulin precipitation, ion-exchange chromatography,(NH4)2SO4 precipitation and affinity chromatography was used in the process of purification. Results Final product of 118.75 mg/L plasma factor B was obtained. By SDS-PAGE, thin layer scanner and activity assay,the purity reached 95％ , specific activity was 1.91× 109 IU/g, and the activity yield was 59.28％ . Conclusion This simple method with high yield can be used for laboratory research and large-scale preparation.

Objective To prepare melanoma antigen n(MAGEn)protein vaccine and to investigate the immune responses and anti-tumor effects of MAGE-n protein vaccine accompanied by CpG-containing oligodeoxynucleotide(CpG-ODN)adjuvant.Methods The DH5? containing the MAGE-n prokaryotic expression plasmid pGEX-MAGE-n was induced and the protein was purified as protein vaccine.The CpG-ODN was synthesized as adjuvant and the C57BL/6 mice were inoculated.The cellular and humoral immune responses were detected by ELISPOT,cytotoxicity assay and enzyme linked immunosorbent assay(ELISA).The antitumor effects were detected through tumor volume and life span.Results The MAGE-n protein accompanied by CpG-ODN could induce strong MAGE-n-specific cellular and humoral immune responses.In the MAGE-n positive B16 tumor model of C57BL/6,the growth velocity of tumor was decreased and the life span was prolonged with the treatment of vaccine.Conclusion MAGE-n protein vaccine accompanied by CpG-ODN adjuvant can induce strong immune responses and anti-tumor effects against MAGE-n positive B16 tumor,which provides a new way for tumor therapy.

Objective To explore the value of applying multiple disciplinary team (MDT) in the clinical practice teaching of lymphoma. Methods 5-year program clinical medicine undergraduate students of 2012 were divided into experimental and control group randomly, with 30 cases in each group. The ex-perimental group received MDT in clinical teaching through MDT conference and cases analysis. The control group received conventional teaching mainly by smal class presentation and ward round . The effect of teaching was evaluated by examination and questionnaire. The data were analyzed through t-test and chi-square test by SPSS 20.0 software. Results The results showed the students' scores of the theory knowledge test of two groups were similar to each other, but the scores of discussional topic and clinical cases analysis were higher in experimental group than control group and statistically difference [(16.5 ±2.3)vs. (10.5 ±1.8);(37.5±2.5) vs.(27.5±1.8)], (P=0.000), and the final score of two groups showed statistically difference (93.5± 5.2 vs. 76.0 ±6.2) (P=0.000). Meanwhile, questionnaire survey of satisfaction showed that 27 students of experimental group (90.0%) were interested in this new teaching model, 29 students (96.7%) believed it im-proved understanding and memory to the process of lymphoma diagnosis and treatment, 25 students (83.3%) believed it could improved the ablility to diagnose and differential diagnose lymphoma and expanded their clinical view. 28 students (93.3%) had consolidated clinical thinking, and 26 students (86.7%) improved negotiation with patients. All issues were significantly better than control group (P<0.05). Conclusions The clinical teaching model innovation based on MDT could help medical students use the cross-discipinary interviewing and make optimal treatment plan for patients. It is conducive to the cultivation of their diagnosis, differential diagnosis and clinical thinking ability, which is worthy of promotion in hematological clinical teaching.

Objective:To identify the anatomical landmarks with stable and consistent performance in both rigid and deformation registrations,and to investigate the feasibility that take them as the quantitative indexes for quantitative evaluation of multimodality image registration for pancreatic cancer in clinical practice. Methods:Twenty-five patients with pancreatic cancer were selected.Both the rigid and deformation registrations were performed between simulated CT and MRI T1-weighted images.Seven anatomical landmarks,which were left adrenal gland,portal vein,celiac trunk artery,superior mesenteric artery,lumbar vertebral body,inferior vena cava and abdominal aorta,were selected.The anatomical landmarks were marked on the simulated CT and the registered MRI,respectively.The distances between the geometric centers of each anatomical landmarks in two kinds of images were statistically analyzed.The Wilcoxon rank sum test was implemented to compare the differences between rigid and deformation registrations.In addition,the correlations between anatomical landmarks were analyzed as well. Results:The mean distances of centers for the seven anatomical markers under rigid registration ranged from 0.405 cm to 1.097 cm,while they ranged from 0.433 cm to 0.740 cm under deformation registration.There was no significant difference in the registration of anatomical markers between rigid and deformation registration,except the left adrenal gland.The registration differences of celiac trunk artery and abdominal aorta were of most stable in 25 patients.Correlation study showed that all anatomical markers except abdominal aorta and inferior vena cava were independent and significant. Conclusion:It is feasible to quantitatively evaluate the registration quality of multimodality image registration for pancreatic cancer by using anatomical landmarks.It is recommended to use celiac trunk artery and abdominal aorta as the anatomical markers in clinical procedure.They are both stable in rigid and deformation registration,and the correlation between them is low,with means they can be used as independent evaluation criteria.

Air Force Medical University has constructed an integrated clinical diagnosis curriculum system for undergraduate students based on military medical service and established the teaching methods of diagnostic evidence orientation, diagnostic method guidance, and diagnosed case practice. In the context of the new epidemic situation, we have also formed the blended teaching model of "triad training" and "four methods", optimized the teaching process of theory and practice, incorporated the contents of military medicine, determined the teaching objectives of this curriculum system at the three levels of knowledge, ability, and quality, completed the construction of the core curriculum, and applied it to the teaching practice. This curriculum system has achieved significant improvements in the degree of satisfaction among teachers and students and the excellent rate of military medical skill examination, which better meets the practical needs of medical service personnel training in air force.

Objective:To investigate the application effect of case-based learning (CBL) combined with flipped classroom in the teaching of experimental diagnostics in the integrated course of Diagnosis and Treatment Fundamentals. Methods:The cluster random sampling method was used to select the class of 2019 in the eight-year program and the class of 2020 in the five-year program, with the major of stomatology in Air Force Medical University. The 24 students in the observation group received CBL combined flipped classroom, and the 37 students in the control group received traditional teaching. The two groups were compared in terms of theoretical assessment score, classroom assessment score, comprehensive ability, self-learning ability, and degree of satisfaction with teaching. SPSS 22.0 was used for the t-test. Results:The observation group had a significantly higher theoretical assessment score than the control group [(74.88±3.46) vs. (71.89±4.45), P<0.05]. The observation group had significantly better scores of practical skill assessment than the control group ( P<0.05). Compared with the control group, the observation group had significantly better scores of comprehensive ability and self-learning ability ( P<0.05). The observation group had significantly better scores of satisfaction with teaching than the control group ( P<0.05). Conclusion:The application of CBL combined with flipped classroom in the teaching of experimental diagnostics in the integrated course of Diagnosis and Treatment Fundamentals can improve theoretical knowledge, practical skills, comprehensive quality, and satisfaction with teaching among students, and therefore, it holds promise for application in teaching.