探索学习环境对脑梗死模型大鼠神经功能改善作用的实验研究

关键词：脑梗死  探索学习环境  学习记忆功能  血管新生  凋亡

Keywords:cerebral infarction  explore learning environment  learning and memory function  angiogenesis  apoptosis

摘要：

      摘要 目的：研究探索学习环境对脑梗死模型大鼠神经功能的改善作用。 方法：取雄性成年SD大鼠并随机分为假手术对照组、脑梗死模型组、探索学习环境干预组，每组15只，采用线栓法建立脑梗死模型、进行探索学习环境的干预。干预后7d、14d、21d和28d时，进行Morris水迷宫测试以评价学习记忆功能；处死大鼠后，取梗死灶周围脑组织，检测神经细胞因子、血管新生因子、凋亡分子的mRNA含量。 结果：①学习记忆能力：与对照组比较，模型组大鼠的水迷宫成绩较差；探索学习环境后，干预组的逃避潜伏期和找到平台所经历的路程缩短、跨越平台次数增多；②神经细胞因子：干预组大鼠脑组织中神经生长因子、脑源性神经营养因子的mRNA含量分别为62.21±10.12、67.74±8.47，高于模型组的32.38±5.63、24.48±4.93(P<0.05)；③血管新生因子：干预组大鼠脑组织中基质细胞衍生因子、血管内皮生长因子、fms-样酪氨酸激酶-1的mRNA含量分别为245.52±34.52、229.01±15.94、313.45±42.32，高于模型组的125.62±15.15、134.23±17.45、234.56±31.23(P<0.05)；④凋亡分子：干预组大鼠脑组织中Bcl-2的mRNA含量66.64±9.97、高于模型组的21.39±4.23(P<0.05)，Bax、caspase-3的mRNA含量分别为145.52±18.89、169.53±23.12，均低于模型组的245.23±35.63、284.59±41.23(P<0.05)。 结论：探索学习环境能够改善大鼠学习记忆功能、增加神经细胞因子和血管新生因子表达、抑制细胞凋亡，对脑梗死模型大鼠的神经功能具有改善作用。

Abstract:

      Abstract Objective: To study the improvement effect of exploration and learning environment on neuro function of cerebral infarction rats model. Method: A total of 45 adult SD rats（male） were randomized into sham group(n=15), cerebral infarction model group(n=15) and intervention group(n=15). Cerebral infarction modal was established by suture method. Intervention group was raised in special maze cage. Rats were killed at day7, 14, 21, 28 separately after Morris water maze test, and mRNA contents of nerve cell factor, angiogenic factors, apoptosis molecules in brain tissue surrounding infarction were detected. Result: ①Learning and memory ability: Comparing to control group, water maze performance of model group was poorer. Escape latency and distance to find the platform were shorter and cross-platform frequency were higher in intervention group than in model group, but longer and lower than in sham group. ②Nerve cell factor: mRNA of nerve growth factor(NGF) and brain derived neurotrophic factor (BDNF) in brain tissue of intervention group（62.21±10.12、67.74±8.47） were higher than those of model group（32.38±5.63、24.48±4.93）(P<0.05). ③Angiogenic factors: mRNA of stromal cell-derived factor-1 (SDF-1), vascular endothelial growth factor (VEGF) and fms-like tyrosine kinase-1 (Flt-1) in brain tissue of intervention group(245.52±34.52, 229.01±15.94, 313.45±42.32) were higher than model group(125.62±15.15, 134.23±17.45, 234.56±31.23)(P<0.05). ④Apoptotic molecules: mRNA of Bcl-2 in brain tissue of intervention group (66.64±9.97) were higher than those of model group(21.39±4.23)(P<0.05). mRNA of Bax and caspase-3(145.52±18.89, 169.53±23.12) were lower than those of model group (245.23±35.63, 284.59±41.23)(P<0.05). Conclusion: Exploring learning environment can improve learning and memory function, increase nerve cytokines and angiogenic factor expression, inhibit apoptosis of cerebral infarction model rats.