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838 results on '"Zhang, Junfang"'

2. miR-153 promotes neural differentiation by activating the cell adhesion/Ca2+ signaling pathway and targeting ion channel activity in HT-22 cells by bioinformatic analysis

Author

Li Jiao, Zhang Junfang, Li Yanna, Jin Caixia, Zhang Chen, Jia Song, Xu Jie, Yan Xiaoli, Gui Xin, Xing Libo, Wang Feng, Lu lixia, Xu Chunli, and Xu Lei

Subjects
miR-153, Bioinformatic analysis, Neural differentiation, Neural cell adhesion, Receptor tyrosine kinase, Ion channel, Science (General), Q1-390, Social sciences (General), H1-99
Abstract

MicroRNAs have been studied extensively in neurodegenerative diseases. In a previous study, miR-153 promoted neural differentiation and projection formation in mouse hippocampal HT-22 cells. However, the pathways and molecular mechanism underlying miR-153-induced neural differentiation remain unclear. To explore the molecular mechanism of miR-153 on neural differentiation, we performed RNA sequencing on miR-153-overexpressed HT-22 cells. Based on RNA sequencing, differentially expressed genes (DEGs) and pathways in miR-153-overexpressed cells were identified. The Database for Annotation, Visualization and Integrated Discovery and Gene Set Enrichment Analysis were used to perform functional annotation and enrichment analysis of DEGs. Targetscan predicted the targets of miR-153. The Search Tool for the Retrieval of Interacting Genes and Cytoscape, were used to construct protein-protein interaction networks and identify hub genes. Q-PCR was used to detect mRNA expression of the identified genes. The expression profiles of the identified genes were compared between embryonic days 9.5 (E9.5) and E11.5 in the embryotic mouse brain of the GDS3442 dataset. Cell Counting Kit-8 assay was used to determine cell proliferation and cellular susceptibility to amyloid β-protein (Aβ) toxicity in miR-153-overexpressed cells. The results indicated that miR-153 increased cell adhesion/Ca2+ (Cdh5, Nrcam, and P2rx4) and Bdnf/Ntrk2 neurotrophic signaling pathway, and decreased ion channel activity (Kcnc3, Kcna4, Clcn5, and Scn5a). The changes in the expression of the identified genes in miR-153-overexpressed cells were consistent with the expression profile of GDS3442 during neural differentiation. In addition, miR-153 overexpression decreased cellular susceptibility to Aβ toxicity in HT-22 cells. In conclusion, miR-153 overexpression may promote neural differentiation by inducing cell adhesion and the Bdnf/Ntrk2 pathway, and regulating electrophysiological maturity by targeting ion channels. MiR-153 may play an important role in neural differentiation; the findings provide a useful therapeutic direction for neurodegenerative diseases.

Published
2024
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21. Cerebrovascular Reactivity in Patients With Small Vessel Disease: A Cross-Sectional Study

Author

Sleight, Emilie, Stringer, Michael S., Clancy, Una, Arteaga, Carmen, Jaime Garcia, Daniela, Hewins, Will, Jochems, Angela C.C., Hamilton, Olivia K.L., Manning, Cameron, Morgan, Alasdair G., Locherty, Rachel, Cheng, Yajun, Liu, Xiaodi, Zhang, Junfang, Hamilton, Iona, Jardine, Charlotte, Brown, Rosalind, Sakka, Eleni, Kampaite, Agniete, Wiseman, Stewart, Valdés-Hernández, Maria C., Chappell, Francesca M., Doubal, Fergus N., Marshall, Ian, Thrippleton, Michael J., and Wardlaw, Joanna M.

Published
2023
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48. Literature-Based Learning and Experimental Design Model in Molecular Biology Teaching for Medical Students at Tongji University

Author

Wang, Juan, Xu, Xiaojuan, Shi, Xiujuan, Zhang, Jieping, Gao, Furong, Li, Jiao, Jia, Song, Xu, Jie, Zhang, Junfang, Peng, Luying, Li, Li, Chen, Jianjun, Li, Siguang, and Lu, Lixia

Abstract

In 2018, to help undergraduate medical students strengthen their self-learning and scientific research skills, we introduced an instructional model that combined literature-based learning with experimental design. We tested this model on the molecular biology class at Tongji University. In the first step of the model, a topic is chosen, and students find, read, and evaluate scientific papers in groups and deliver presentations. In the second step, they design scientific experiments in groups and discuss their proposed experiments in class, which is to be followed by further experimental verification in the lab course. This entire activity was given 20% weightage in the final score. The model led to better student-centered teaching and self-directed learning according to quantitative and qualitative assessment. Students showed great interest in literature and research. They enjoyed group work and gained experience in organization and presentation. Apart from a significant increase in final score, assessment data from students indicated that they were satisfied with this teaching model and considered it a positive experience. Looking at the positive impact of the literature-based learning and experiment design model, we support its continued use for teaching molecular biology to undergraduate medical students.

Published
2021
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