The laboratory is a departmental open laboratory and provides long-term animal model production (chronic heart failure, myocardial ischemia-reperfusion, atherosclerosis, liver fibrosis, fatty liver, liver depression, chronic renal failure, endotoxemia, Colon cancer, liver cancer in vivo imaging, colon cancer in vivo imaging, cell isolation and culture, screening for stable expression cell lines, ELISA, pathological sections and staining, immunohistochemistry, gene cloning and subcloning, protein expression and purification, Fluorescence quantitative PCR (RT-PCR), Western blotting of proteins (membrane proteins, phosphoproteins), isolation and identification of Chinese herbal monomers, in vivo imaging of tumors, and molecular biological and cell biology technical support and technical services, and acceptance We commissioned research on experimental subjects and successively completed scientific research with Guangzhou University of Chinese Medicine, Jinan University and a number of hospitals.
Laboratory leader: Professor Lu Zhiping is the dean, chief physician and doctoral supervisor of the School of Traditional Chinese Medicine, Southern Medical University. Associate Professor of Clinical Medicine at the National Key Discipline of Integrated Traditional Chinese and Western Medicine, Executive Director of the Chinese Academy of Traditional Chinese Medicine, Executive Director of the Chinese Association of Chinese and Western Medicine, Deputy Director of the National Committee of Basic Theory of Traditional Chinese Medicine, Deputy Director of the National Association of Basic Theory of Integrated Chinese and Western Medicine, China Member of the Executive Committee of the Association of Chinese and Western Medicine Physicians, Member of the Higher TCM Education Steering Committee of the Ministry of Education, Vice President of the Guangdong Society of Chinese Medicine, Executive Director of Guangdong Association of Chinese and Western Medicine, and Expert Committee of Guangdong Provincial Association of Liver Diseases. For the "Chinese Journal of Integrated Traditional and Western Medicine", "Chinese Medicine" and "Journal of Chinese and Western Medicine" magazine editorial committee. National Natural Science Foundation and National Food and Health Products Evaluation Expert.Taking the cultivation of innovation ability as a starting point, we will carry out hierarchical experimental teaching. In the arrangement of experimental teaching content, we should not only cultivate students' practical and innovative awareness, but also reflect the students’ knowledge level and individual differences. The experimental teaching content can be divided into three basic experiments, comprehensive experiments and experimental experiments. At the level, the combination of training students' theory and practice, basic hands-on ability, scientific research and innovation ability is taken as the starting point and destination of experimental teaching, and the old model of using experimental teaching based on theoretical knowledge as a clue is eliminated.
The basic experiment is the verification experiment to verify the principles, methods, algorithms, and applications in theoretical teaching. The purpose is to master the experimental skills and deepen the understanding of the basic knowledge learned in the classroom. Through experiments, students can evaluate their level of understanding and mastery of staged knowledge. Such experiments often provide experimental objectives, requirements, experimental conditions, experimental principles, experimental procedures, experimental methods, and experimental results. When students are doing experiments, they can follow the steps in the experimental instructions, and then verify the experimental results. Correctness.
The comprehensive experiment is based on mastering basic knowledge, comprehensive knowledge of related courses, and experiments with certain degree of difficulty and complexity. The purpose is to reflect the intrinsic relationship between knowledge points and is an extension of basic experiments. Evaluating students’ knowledge-comprehensive ability, as well as the ability to analyze problems and solve problems This type of experiment often provides experimental objectives, requirements, experimental environment, and experimental principles. Students give experimental steps and experimental results.
Design experiment is a comprehensive knowledge of a course, a class of courses or a subject direction, has comprehensive and development features, used to evaluate the students' comprehensive application level and development capabilities, but also allows students to feel useful. Learn to use. Such experiments often provide only experimental purposes and experimental requirements. Others are completed by the students themselves. "Eight Immortals crosses the sea" and each shows a supernatural power.
At present, experimental syllabuses in many colleges and universities have more or less set three levels of experimental content. On the surface, it has shown that there are levels of teaching, but in fact it has not really been implemented. The reasons for this are as follows: The setting of experiment content is irrational, the difference between comprehensive experiment and design test is not obvious, the difficulty of the experiment does not meet the requirements of the course, and the professional level of the teacher is relevant; on the other hand, the theoretical foundation of the student is not solid, and it is difficult to truly complete the comprehensive experiment and design experiment. As a result, the comprehensive experimental and design experiments were reduced to basic experiments. In view of this, the experimental teaching functional departments are required to check the teaching links, carefully review the experimental teaching syllabus, check the experimental teaching schedule, and organize and manage the experimental procedures. Encourage and help students complete comprehensive and design experiments so that students can experience their own experimental results.
University laboratories are an important support for student training and scientific research. With the continuous expansion of the number of universities and the number of students enrolled in universities in recent years, the resources of university laboratories have become increasingly open, and the number and mobility of people entering the laboratories have increased, and the limits of experimental buildings have become more restrictive. The safety work in the laboratory is facing more and more problems. The safety of the laboratory is becoming more and more prominent. How to improve laboratory safety is an urgent problem that every university needs to solve.
1 Significance of carrying out safety training
1.1 Lack of safety skills education is the main cause of major accidents and casualties. In recent years, laboratory safety accidents have occurred from time to time, which have brought great property losses and many casualties to colleges and universities. Difficult to find: laboratory safety accidents have hardware construction problems, but also software construction reasons, highlighted in the security system is not perfect, weak security awareness, lack of security technology, dealing with emergency measures and other aspects. After a detailed analysis of the major safety incidents that caused serious property losses and casualties, we will all feel sad to find that if an accident occurs at the beginning of each incident, if it can take the correct approach, the correct rescue measures and personnel escape methods The damage caused by the accident can be reduced to a very small extent. Therefore, in the laboratory safety management, safety skills education and training should be placed in a more prominent position.
1.2 Safe Production Skills Definition Safety production skills refer to the skills and abilities of people to safely complete their homework. It includes job skills, skills to master operational safety device facilities, and skills for proper handling in emergency situations .
1.3 The Necessity of Safety Skills Education The training of safety skills is the training of practitioners in the practice of safe practice. The safety of laboratories requires not only safety knowledge but also necessary safety practice capabilities. Safety knowledge education only solves the problem of "when necessary", while skill education focuses on solving the "should" so as to achieve what we usually say "to teach to fish". This kind of "ability" education can avoid and reduce the occurrence of laboratory accidents and greatly reduce the loss of property and personnel caused by accidents.
1.4 The teachers and students of safety skills education are the main participants in the laboratory of the university. The laboratory teachers are the main managers and participants of the laboratory safety work. Their qualifications, their knowledge of safety and environmental protection, and their emphasis on safety work , directly or indirectly affect the level of laboratory safety management.