Leukocyte-specific protein 1 (LSP1) is an F-actin binding protein expressed in various leukocytes, including lymphocytes, mononuclear macrophages, and neutrophils. LSP1 is highly conserved across different species. Human LSP1 protein contains 339 amino acids, featuring a Ca²⁺ binding site in the acidic NH2-terminal region and multiple F-actin binding domains along with phosphorylatable sites in the basic COOH-terminal region. Under Ca²⁺ regulation, the COOH-terminal domain of LSP1 binds to F-actin to regulate cell movement and signal transduction. Additionally, LSP1 activates the mitogen-activated protein kinase (MAPK) signaling pathway through phosphorylation mediated by protein kinase C (PKC) and MAPK-activated protein kinase-2, thereby regulating leukocyte proliferation and chemotaxis. The main effects of LSP1 on leukocytes are as follows: LSP1 plays important roles in neutrophil and macrophage migration, affecting cell adhesion, polarization and movement. LSP1 also functions in endothelial cells to regulate leukocyte transendothelial migration. In addition, LSP1 regulates macrophage phagocytosis through interaction with myosin 1e. Moreover, LSP1 regulates leukocyte proliferation and differentiation and plays significant roles in the development of leukemia and other tumors. In summary, LSP1 regulates leukocyte morphology, movement and function through interactions with cytoskeletal and signaling proteins. This review provides a comprehensive summary of these aspects.
Humans ; Leukocytes/cytology* ; Animals ; Cytoskeleton/metabolism* ; Microfilament Proteins/physiology* ; Cell Movement ; Signal Transduction

Objective:To construct an intelligent APP-assisted process assessment mode for standardized residency training and explore its application effect.Methods:Based on the "XUEYIKU" APP platform developed in Peking University Third Hospital, we built a standardized process of process assessment for standardized residency training assisted by intelligent APP and combining both online and offline components. We analyzed the frequency of APP use, satisfaction with the APP, the problems solved by the APP, and the aspects that need to be improved. SPSS 26.0 was used for t-test and Chi-square test. Results:The satisfaction score of teachers with the APP was (7.66±1.86) points. The satisfaction score of professional base teaching directors/process assessment coordinators was higher than that of clinical teachers [(8.28±1.30) vs. (7.42±1.99), P=0.013]. Most residents were satisfied with the APP (67.44%, 29/43), regarded its role in supporting the entire assessment process as important (55.81%, 24/43), and reviewed teacher feedback (65.12%, 28/43). Some teachers indicated that the APP solved problems such as paperless exam scoring (59.00%, 59/100), standardized exam processes (43.00%, 43/100), score statistics (42.00%, 42/100), and score reporting (42.00%, 42/100). The residents believed that the APP resolved issues such as exam notification (44.19%, 19/43), scheduling (41.86%, 18/43), and result feedback (41.86%, 18/43). Both teachers and residents mentioned the need for further strengthening the stability of the APP system and simplifying operational steps. Conclusions:With APP as a link, through the instant transmission and feedback of data, the intelligent APP-assisted process assessment mode drives the reflection and summarization of professional bases, clinical teachers, and residents, and promotes the post competence of residents.

Objective:To construct an intelligent APP-assisted process assessment mode for standardized residency training and explore its application effect.Methods:Based on the "XUEYIKU" APP platform developed in Peking University Third Hospital, we built a standardized process of process assessment for standardized residency training assisted by intelligent APP and combining both online and offline components. We analyzed the frequency of APP use, satisfaction with the APP, the problems solved by the APP, and the aspects that need to be improved. SPSS 26.0 was used for t-test and Chi-square test. Results:The satisfaction score of teachers with the APP was (7.66±1.86) points. The satisfaction score of professional base teaching directors/process assessment coordinators was higher than that of clinical teachers [(8.28±1.30) vs. (7.42±1.99), P=0.013]. Most residents were satisfied with the APP (67.44%, 29/43), regarded its role in supporting the entire assessment process as important (55.81%, 24/43), and reviewed teacher feedback (65.12%, 28/43). Some teachers indicated that the APP solved problems such as paperless exam scoring (59.00%, 59/100), standardized exam processes (43.00%, 43/100), score statistics (42.00%, 42/100), and score reporting (42.00%, 42/100). The residents believed that the APP resolved issues such as exam notification (44.19%, 19/43), scheduling (41.86%, 18/43), and result feedback (41.86%, 18/43). Both teachers and residents mentioned the need for further strengthening the stability of the APP system and simplifying operational steps. Conclusions:With APP as a link, through the instant transmission and feedback of data, the intelligent APP-assisted process assessment mode drives the reflection and summarization of professional bases, clinical teachers, and residents, and promotes the post competence of residents.