BACKGROUND:Exercise can elicit generation of coronary col ateral circulation through numerous pro-angiogenic growth factors. It is not enough via a single factor to clearly definite signaling pathways for the generation of col ateral circulation. Many pro-angiogenic growth factors are involved in kal ikrein-kinin system, and there is no report about exercise effects on this system.
OBJECTIVE:To study effects of exercise training on bradykinin expression in rats with myocardial infarction.
METHODS:Thirty Wistar rats were randomly assigned to control group, myocardial infarction group and exercises training group. Rats in the control group were subjected to thoracotomy with no coronary artery ligation. Rats in the other two groups were modeled. In the exercise training group, 3 days after myocardial infarction, rats were subjected to 30-minute exercise training on treadmil , once a day for 4 weeks. At the terminal of the experiment, blood samples were obtained to analyze bradykinin expression by enzyme linked immunosorbent assay, and the myocardium was sampled to analyze relative blood flow by microsphere method.
RESULTS AND CONCLUSION:After exercise training, bradykinin level in the exercise training group was significantly higher than that in the myocardial infarction group (P<0.001). At the end of experiment, the relative blood flows of the exercise training and myocardial infarction groups were both increased compared with before experiment (P<0.05, P<0.001). At the end of experiment, the relative blood flow of the exercise training group was significantly higher than that of the myocardial infarction group (P<0.01). In al the three groups, bradykinin level was significantly correlated with the relative blood flow in the myocardium. These findings indicate exercises training can improve bradykinin expression apparently and increase blood flow in the myocardium, which il ustrates that the kal ikrein-kinin system plays an important role in exercise induced angiogenesis.

Objective:To assess the feasibility and effects of the mobile device-based video teaching in plastic surgery education.Methods:In the study, 22 participants were assigned into two groups according to their standardized training area. The intervention group ( n=11) which was outside Beijing had an unlimited access to video-based education; the control group ( n=11) which was in Beijing received traditional teaching. After the end of the first semester of teaching, the two groups of students were tested on theory and clinical operational theory, and the evaluation results were compared. SPSS 18.0 software was applied for t test and chi-square test. Results:After the first semester, the effect of teaching method was evaluated by the scores of written examination and clinical examination. The average scores of the written test in the intervention group were (38.82±3.22) points, while that in the control group were (38.36±2.98) points, without significant differences between the two groups ( P=0.74); the average scores of the clinical examination theory test in the intervention group and the control group were (46.36±3.44) points and (41.00±5.24) points, respectively, with significant differences between the two groups ( P=0.01). In term of total scores, the average scores of the intervention group were (85.18±4.83) points, and those of the control group were (79.36±5.52) points, with statistical differences between the two groups ( P=0.016). Conclusion:Mobile device-based video teaching in plastic surgery education can not only improve students' performance but also facilitate their clinic skills, which is worth popularizing.