国际麻醉学与复苏杂志
國際痳醉學與複囌雜誌
국제마취학여복소잡지
INTERNATIONAL JOURNAL OF ANESTHESIOLOGY AND RESUSCITATION
2013年
10期
896-899
,共4页
丙泊酚%Morris水迷宫%空间学习记忆%昼夜节律
丙泊酚%Morris水迷宮%空間學習記憶%晝夜節律
병박분%Morris수미궁%공간학습기억%주야절률
Propofol%Morris water maze%Spatial learning and memory%Circadian rhythm
目的 利用Moms水迷宫(morris water maze,MWM),研究昼夜应用丙泊酚麻醉对于大鼠空间学习记忆能力的影响. 方法 雄性SD大鼠采用随机数字表法随机分为3组(每组8只):对照组(8:00～12:00给予10％脂肪乳0.5 mg·kg4·min4,23:00～3:00给予10％脂肪乳0.5 mg·kg-1·minq,C组)、明期给药组(8:00～12:00给予丙泊酚0.5 mg· kg-1·min-1,23:00～03:00给予10％脂肪乳0.5 mg· kg-1· min-1,L组)、暗期给药组(08:00～12:00给予10％脂肪乳0.5 mg· kg-1·min-1,23:00～03:00给予丙泊酚0.5 mg· kg4· min-1,D组).所有大鼠置于明暗周期下喂养(07:00～19:00为明期).C组动物于10％脂肪乳,L组和D组动物于丙泊酚停止输注后1、2、3d和4d分别进行MWM实验,记录各组大鼠的逃避潜伏期和穿环指数. 结果 第1天各组动物的逃避潜伏期差异无统计学意义(D0.05)；第2天L组和D组用时分别为(56.3±1.3)s和(58.1±2.0)s,明显长于C组(29.5±0.9)s(P＜0.05),但两组之间差异无统计学意义(P＞0.05)；第3天和第4天L组的逃避潜伏期分别为(38.6±0.8)s和(35.4±0.9)s,明显优于D组[(45.3±3.1)s和(41.1±1.3)s](P＜0.05),但两组较C组用时[(16.5±0.9)s和(16.1±0.8)s]均显著延长(P＜0.05).L组动物的穿环指数显著高于D组,但较C组明显减少(P＜0.05). 结论 丙泊酚麻醉尤其是暗期应用丙泊酚能对大鼠的空间学习记忆能力造成一定的损害.
目的 利用Moms水迷宮(morris water maze,MWM),研究晝夜應用丙泊酚痳醉對于大鼠空間學習記憶能力的影響. 方法 雄性SD大鼠採用隨機數字錶法隨機分為3組(每組8隻):對照組(8:00～12:00給予10％脂肪乳0.5 mg·kg4·min4,23:00～3:00給予10％脂肪乳0.5 mg·kg-1·minq,C組)、明期給藥組(8:00～12:00給予丙泊酚0.5 mg· kg-1·min-1,23:00～03:00給予10％脂肪乳0.5 mg· kg-1· min-1,L組)、暗期給藥組(08:00～12:00給予10％脂肪乳0.5 mg· kg-1·min-1,23:00～03:00給予丙泊酚0.5 mg· kg4· min-1,D組).所有大鼠置于明暗週期下餵養(07:00～19:00為明期).C組動物于10％脂肪乳,L組和D組動物于丙泊酚停止輸註後1、2、3d和4d分彆進行MWM實驗,記錄各組大鼠的逃避潛伏期和穿環指數. 結果 第1天各組動物的逃避潛伏期差異無統計學意義(D0.05)；第2天L組和D組用時分彆為(56.3±1.3)s和(58.1±2.0)s,明顯長于C組(29.5±0.9)s(P＜0.05),但兩組之間差異無統計學意義(P＞0.05)；第3天和第4天L組的逃避潛伏期分彆為(38.6±0.8)s和(35.4±0.9)s,明顯優于D組[(45.3±3.1)s和(41.1±1.3)s](P＜0.05),但兩組較C組用時[(16.5±0.9)s和(16.1±0.8)s]均顯著延長(P＜0.05).L組動物的穿環指數顯著高于D組,但較C組明顯減少(P＜0.05). 結論 丙泊酚痳醉尤其是暗期應用丙泊酚能對大鼠的空間學習記憶能力造成一定的損害.
목적 이용Moms수미궁(morris water maze,MWM),연구주야응용병박분마취대우대서공간학습기억능력적영향. 방법 웅성SD대서채용수궤수자표법수궤분위3조(매조8지):대조조(8:00～12:00급여10％지방유0.5 mg·kg4·min4,23:00～3:00급여10％지방유0.5 mg·kg-1·minq,C조)、명기급약조(8:00～12:00급여병박분0.5 mg· kg-1·min-1,23:00～03:00급여10％지방유0.5 mg· kg-1· min-1,L조)、암기급약조(08:00～12:00급여10％지방유0.5 mg· kg-1·min-1,23:00～03:00급여병박분0.5 mg· kg4· min-1,D조).소유대서치우명암주기하위양(07:00～19:00위명기).C조동물우10％지방유,L조화D조동물우병박분정지수주후1、2、3d화4d분별진행MWM실험,기록각조대서적도피잠복기화천배지수. 결과 제1천각조동물적도피잠복기차이무통계학의의(D0.05)；제2천L조화D조용시분별위(56.3±1.3)s화(58.1±2.0)s,명현장우C조(29.5±0.9)s(P＜0.05),단량조지간차이무통계학의의(P＞0.05)；제3천화제4천L조적도피잠복기분별위(38.6±0.8)s화(35.4±0.9)s,명현우우D조[(45.3±3.1)s화(41.1±1.3)s](P＜0.05),단량조교C조용시[(16.5±0.9)s화(16.1±0.8)s]균현저연장(P＜0.05).L조동물적천배지수현저고우D조,단교C조명현감소(P＜0.05). 결론 병박분마취우기시암기응용병박분능대대서적공간학습기억능력조성일정적손해.
Objective To investigate the effect of circadian propofol anesthesia on spatial learning and memory in rats using the morris water maze (MWM).Methods Male SD rats were randomly divided into three groups (n=8 in each group):group control(group C:10％ fat emulsion was administered 0.5 mg·kg1·min-1 from 08:00 to 12:00 and from 23:00 to 03:00),group light (group L:pmpofol was administel 0.5 mg·kg-1 ·min-1 from 08:00 to 12:00 and 10％ fat emulsion was administered 0.5 mg·kg-1 ·min-1 from 23:00 to 03:00) and group dark (group D:10％ fat emulsion was administered 0.5 mg·kg-1·min-1 from 08:00 to 12:00 and propofol was administered 0.5 nmg· kg-1· min-1 from 23:00 to 03:00).All the rats were housed under a light/dark cycle (light phase is 07:00-19:00).After propofol was stopped in group L and group D and fat emulsion was stopped in group C,the rats were subjected to MWM on 4 consecutive days.Both the latencies of finding a hidden platform in the water maze and the annulus-crossing index were recorded to evaluate the spatial learning and memory.Results There was no difference among three groups on the first day (P＞0.05).The escape training latency in group L and group D were longer than that in group C on the second day (P＜0.05).On the third and fourth day,the escape training latency in group L was significantly shorter than that in group D but was longer than that in group C (P＜0.05).Meanwhile,The annulus-crossing index in group L was better than that in group D but was less than that in group C(P＜0.05).Conclusions The influence of propofol anesthesia on spatial learning and memory was pronounced when administered during the dark phase than that when administered during the light phase.
