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Background: Propofol is an intravenous drug commonly used in anesthesia procedures and intensive care in children. However, it also has neurotoxic effects on children. MicroRNA plays an important role in neurological diseases and neurotoxicity. Methods: In this study, primary rat hippocampal neurons was used to investigate the role of miR-582-5p in propofol-induced neurotoxicity. Cell viability was monitored by 3-(4,5Dimethylthiazol- yl)-2,5Dimethylthiazol-2-yl)-2,5diphenyltetrazolium bromide (MTT) assay, while the expression of proteins was monitored by real-time quantitation polymerase chain reaction (RT-qPCR) andwestern blot. TargetScan and double luciferase report assay were used to predict the targeting relationship between miR-582-5p and Rho-associated serine-threonine protein kinase 1 (ROCK1). Results: In the present study, the viability of neurons and the expression of miR-582-5p were decreased in a time-dependent manner after propofol treatment. Besides, miR-582-5p overexpression significantly reduced the toxicity of propofol on neuron cells, but had no significant effect on normal nerve cells. In addition, miR-582-5p overexpression significantly reversed the expression apoptosis-related proteins (cleaved caspase 3 and cleaved caspase 9) induced by propofol, but had no significant effect in normal nerve cells. TargetScan and Dual-luciferase report assay revealed that ROCK1 was a targeted regulatory gene for miR-582-5p, and propofol treatment up-regulated ROCK1 expression by inhibiting miR-582-5p expression. Notably, miR-582-5p overexpression significantly increased cell viability, while ROCK1 overexpression reversed the effect of miR-582-5p. Conclusion: Taken together, these findings suggest that miR-582-5p alleviated propofol-induced apoptosis of newborn rat neurons by inhibiting ROCK1.

Neuroinflammation results in neuropathic pain following brachial plexus avulsion (BPA). This research was designed for investigating the function of miR-506-3p in BPA-induced neuropathic pain (NP). A total brachial plexus root avulsion (tBPRA) model was produced in adult rats as well as IL-1β-treated motoneuron-like NSC-34 cells and the LPS-treated microglia cell line BV2 for in vivo and in vitro experiments, respectively. RT-PCR and western blot were performed to detect the profiles of miR-506-3p, CCL2 and CCR2, NF-κB, FOXO3a, TNF-α, IL-1β, and IL-6 in cells or the spinal cord close to the tBPI lesion. Neuronal apoptosis was evaluated by immunohistochemistry (IHC) in vivo. CCK8, TUNEL staining, and the LDH kit were adopted for the evaluation of neuronal viability or damage in vitro. RNA immunoprecipitation (RIP) and dual-luciferase reporter gene assays analyzed the targeted association between miR-506-3p and CCL2. As shown by the data, miR-506-3p was vigorously less expressed, while CCL2-CCR2, NF-κB TNF-α, IL-1β, and IL-6 were up-regulated in the spinal cord with tBPI. Overexpression of miR-506-3p attenuated neuronal apoptosis and microglial inflammation. Mechanistically, CCL2 was a downstream target of miR-506-3p. Up-regulating miR-506-3p dampened CCL2-CCR2 and NF-κB activation in the spinal cord and microglia. miR-506-3p had neuroprotective and inflammation-fighting functions in the tBPI rat model via CCL2/CCR2/NF-κB axis.

Objective. To analyze the application of case based learning (CBL) teaching method combined with situational simulation teaching in clinical teaching of anesthesiology and its influence on improving theoretical knowledge and clinical practice ability of anesthesiology medical students. Methods. 42 anesthesiology medical students who came to our hospital for internship from March 2019 to March 2020 were selected as the research objects, and were randomly divided into the study group and the reference group, with 21 students in each group. The CBL teaching method combined with situational simulation teaching was adopted for the study group, while the traditional teaching mode was adopted for the reference group. After the teaching, both groups of students were assessed in theory and skill operation, and the scores were compared. Results. There was no significant difference in gender ratio, average age, only-child or not, home address and aspiration to choose this major between the two groups (P>0.05). After training, the scores of theory test and skill operation in both groups were significantly higher than those before training (P<0.001), and the scores in the study group were significantly higher than those in the reference group (P<0.001). The scores of fill-in-the-blankquestions, noun explanations and essay questions of the study group were significantly higher than those of the reference group (P<0.001). The study group was better than the reference group in deepening learning and memory,improving autonomous learning ability, stimulating learning interest, and cultivating clinical thinking (P<0.05). The scores of professional practical ability, professionalattitude,management ability, interpersonal communication ability, professional development ability, and critical thinkingability in the study group were significantly higher than those in the reference group (P<0.05). After training, the humanistic care abilityscores of both groups were significantly higher than those before training (P<0.001), and the score in the study group was significantly higher than that in the reference group (P<0.001).The total recognition of the study group was significantly higher than that of the reference group (P<0.05). Conclusion. CBL teaching method combined with situational simulation teaching can significantly improve students’ mastery of theoretical knowledge and practical operation of clinical anesthesiology, and stimulate their humanistic care consciousness, which can lay the foundation for cultivating professional talents of anesthesiology in our hospital.