Search

The aim of our study was to assess the hepatoprotective and antioxidant effects of chitosan as compared with vitamin E in experimental toxic liver injury induced by carbon tetrachloride. Blood and liver samples were collected in order to assess hepatocytolisis (AST, ALT), oxidative stress (MDA, carbonyl proteins, GSH, SH groups, SOD and CAT), and histopathology examination was performed in order to asses inflammation and fibrosis. Liver enzymes level showed a significant, progressive increase after repeated exposure to CCl4, first in liver tissue, then in the blood. Malondialdehyde and carbonyl proteins significantly increased, and GSH progressively decreased. Chitosan increased the GSH in the liver tissue to a value superior to that of the control group and decreased the AST and MDA level both in the liver and in the blood to values comparable to that of control group. Chitosan decreased carbonyl proteins level in the liver but slightly increased them in the blood. Vitamin E had similar effects concerning liver function and lipid peroxidation, but paradoxically, it induced protein peroxidation both in blood and in liver tissue. Histological modifications support the observed biochemical changes. [ABSTRACT FROM AUTHOR]

Future doctors are the result of the present-day medical education and they bear the professional and attitudinal imprint of their mentors and instructors. The academic interaction between students and professors represents a key element in the scientific and professional training of future health care providers. Preclinical disciplines represent the foundation of the medical training system, on which the student will develop and integrate clinical skills. Therefore, preclinical topics have to offer accurate and updated information, working paradigms, and approaches to the development of professional values and ethical attitudes. Taking as starting point the teaching experience of the authors, we focused on the analysis of the interaction between three key concepts - professionalism, ethics and responsibility - concerning both the instructor and the student. These interrelated concepts will be approached from the viewpoint of all participants, instructors and students, in the contemporary context of the enormous volume of ever-changing scientific information and of the easy access to it. In order to select accurate data needed today and equally oriented towards future, information should always be filtered. The instructor is responsible not only to provide students with scientific data but also to stimulate and to develop flexibility, openness and critical thinking, while respecting ethical values. Through the offered scientific content, approaches, professional values and ethical attitudes, instructors transmit to the students a model of integrity in profession, ethics and responsibility, which will have consequences on the way they will choose to practice health care and medical research professions. [ABSTRACT FROM AUTHOR]