8 research outputs found
COMPARISON OF ELISA AND CHEMILUMINESCENCE IMMUNOASSAY METHODS FOR QUANTIFICATION OF HUMAN PLACENTAL GROWTH FACTOR IN SERUM
Placental growth factor (PlGF) is crucial during placental development in early pregnancy. Several studies in pregnancies with complications such as preeclampsia or small for gestational age neonates find that PlGF levels are significantly lower in the first trimester, which implies that the concentration of PlGF could be used as an early screening biomarker for these conditions. This study aimed to compare the performance of chemiluminescence immunoassay (CLIA) and enzyme-linked immunosorbent assay (ELISA) for the quantification of human PlGF in serum. This is a comparative study on 88 pregnant women in the first trimester subjected to measurement of PlGF in serum using two commercially available kits: Human PlGF Quantikine HS ELISA (R&D Systems) and PlGF CLIA (Snibe). The overall coefficient of correlation between the tests was 0.93. When the cut-off value of 40 pg/mL was applied, it dropped significantly to 0.50 towards the lower values, while remaining an excellent 0.91 in the group with higher concentrations of PlGF. While R&D Systemsβs ELISA seems to have better sensitivity, it is not very convenient to use for a small number of samples. Snibeβs CLIA automated method is user-friendly, fast and powerful. Both tests show excellent performance when indicating risk-free pregnancies
Immunonephelometry and Reverse Hybrydization Genotyping in Diagnosis of Alpha-1-Antitrypsin Deficiency in Macedonians
BACKGROUND: With a frequency of 1:1600, the alpha-1-antitrypsin deficiency is one of the most frequent hereditary diseases and can be recessively inherited. AAT deficiency is most often caused by inheritance of the so-called PiZ allele. Inheritance of this allele increases the risk of developing chronic obstructive pulmonary diseases (COPD) and liver disease.AIM: The aim of this study was to present immunonephelometry and reverse hybridization genotyping in diagnosis of alpha-1-antitrypsin deficiency in Republic of Macedonia.MATERIAL AND METHODS: At the Institute of Immunobiology and Human Genetics, part of the Faculty of Medicine in Skopje, in the previous 7 years, total of 361 patients with suspected alpha-1-antitrypsin (AAT) deficiency were referred for analysis of AAT concentration using nephelometry (Dade Behring) and subsequent AAT genotyping of individuals with alpha-1-antytripsin deficiency at protein level, based on reverse hybridization technique.RESULTS: Measurement of AAT concentration (g/l) by nephelometry have shown normal level in the range of 1.37-1.41 g/l (88%), lower than normal AAT levels in the range of 0.70-0.83 g/l (8.03%), and concentration above the normal levels in the range of 2.28-2.4 g/l (3.88%).CONCLUSION: Diagnosis in the case of a suspicion of AAT deficiency is carried out by measuring the alpha-1-antitrypsin level in blood and by genotyping of alpha-1-antytripsin allele
A case of a ten-year old girl with dominantly inherited Familial Mediterranean fever in Republic of Macedonia
The Familial Mediterranean fever (FMF, MIM249100) is an autoimflammatory genetic disease characterized with recurrent painful
attacks in the abdomen, chest or joints, usually accompanied with high body temperature. It is classically inherited in an autosomal recessive manner. It is associated with mutations of the MEFV gene, coding for the protein pyrin. More than 140 mutations of the MEFV gene
are defined worldwide. Despite the progress in establishing reliable tests practical for routine use, as much as 20% of the patients with FMF
remain without a detectable mutation in the MEFV gene. This is the main reason why the diagnosis of FMF remains still a clinical one, according to Tel Hashomer criteria.
A 10-year old girl admitted to the Clinic of Pediatrics at the Faculty of Medicine in Skopje for unexplained fever. After numerous laboratory analyses and specialist consultations were done, genetic testing for FMF was requested. The presence of an heterozygous mutation
E148Q was confirmed at the Institute for Immunobiology and Human Genetics using a PCR based, reverse hybridization method. Administration of colchicine, the therapy of choice, in a dose of 1.5 mg/day, lead to complete resolution of the symptoms within some days following commencement.
Although the disease is classically inherited in a recessive manner, some atypical cases of autosomal dominant inheritance are
described. Our patient may be another example supporting the unusual dominant inheritance, since the heterozygous state for the E148Q
mutation was the only positive finding in the genotyping of the 12 most frequent MEFV mutations
ΠΠ ΠΠΠ’ΠΠΠ£Π ΠΠ Π₯Π£ΠΠΠΠ ΠΠΠΠΠ’ΠΠΠ - 1: Π£ΡΠ΅Π±Π½ΠΈΠΊ Π·Π° ΠΏΡΠ°ΠΊΡΠΈΡΠ½Π° Π½Π°ΡΡΠ°Π²Π° ΠΎΠ΄ Ρ ΡΠΌΠ°Π½Π° Π³Π΅Π½ΡΠΈΠΊΠ° - Π²ΡΠΎΡΠΎ ΠΈΠ·Π΄Π°Π½ΠΈΠ΅ -
The subject of human genetics was introduced for the first time with the European Credit Transfer System (ECTS) at the Faculty of Medicine in Skopje in the academic year 2005/2006. The subject is taken in the second semester with a total of 60 hours (30 hours of theory and 30 hours of exercises) and is valued at 4 credits. The content of the subject is divided into two functional units: Human Genetics-1, with a fund of 30 hours, in which the basics of human genetics are presented, and Human Genetics-2, with a fund of 30 hours, in which the genetic aspects of diseases are presented man, their diagnosis and treatment.
In this practicum for Human Genetics-1, texts from 15 exercises have been entered, grouped into five blocks of three exercises each. At the beginning of the blocks are given the web objectives for each separate exercise and the points that bring the presence of the exercises and the knowledge gained from them.
In each exercise, extensive material is given that is related to the performance of the corresponding exercise, mainly due to the lack of appropriate printed materials in the Macedonian language for their understanding. At the end of each exercise, several tasks are given that each student should perform, and in the corresponding spaces enter a part of the results that he received. In that way, students can recall the performance of the exercises during their studies.
With the introduction of a course for Higher Vocational Schools at the Faculty of Medicine in Skopje, the subject Human Genetics was introduced for nurses with a fund of 15+0 hours, as well as for speech therapists with a fund of 30+30 hours. This practicum is intended for practical teaching for speech therapists, with a shortening of 5 exercises (one exercise from each block). The first edition of the Human Genetics Practicum-1 was printed in 2006. Comments from reviewers and students have been partially incorporated into this edition. We expect students to provide additional comments to improve the content and text of this practicum.
I hope that the practicum will help students master the exercises from Human Genetics-1.
Prof. Dr Mirko Spiroski
Skopje, 2009ΠΡΠ΅Π΄ΠΌΠ΅ΡΠΎΡ Ρ
ΡΠΌΠ°Π½Π° Π³Π΅Π½Π΅ΡΠΈΠΊΠ° Π·Π° ΠΏΡΠ² ΠΏΠ°Ρ Π΅ Π²ΠΎΠ²Π΅Π΄Π΅Π½ ΡΠΎ ΠΠ²ΡΠΎΠΏΡΠΊΠΈΠΎΡ ΠΊΡΠ΅Π΄ΠΈΡΠ΅Π½ ΡΡΠ°Π½ΡΡΠ΅Ρ ΡΠΈΡΡΠ΅ΠΌ (ΠΠΠ’Π‘) Π½Π° ΠΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΠΎΡ ΡΠ°ΠΊΡΠ»ΡΠ΅Ρ Π²ΠΎ Π‘ΠΊΠΎΠΏΡΠ΅ Π²ΠΎ ΡΡΠ΅Π±Π°ΡΠ° 2005/2006 Π³ΠΎΠ΄ΠΈΠ½Π°. ΠΡΠ΅Π΄ΠΌΠ΅ΡΠΎΡ ΡΠ΅ ΡΠ»ΡΡΠ° Π²ΠΎ Π²ΡΠΎΡΠΈΠΎΡ ΡΠ΅ΠΌΠ΅ΡΡΠ°Ρ ΡΠΎ Π²ΠΊΡΠΏΠ΅Π½ ΡΠΎΠ½Π΄ ΠΎΠ΄ 60 ΡΠ°ΡΠΎΠ²ΠΈ (30 ΡΠ°ΡΠ° ΡΠ΅ΠΎΡΠ΅ΡΡΠΊΠΈ ΠΈ 30 ΡΠ°ΡΠ° Π²Π΅ΠΆΠ±ΠΈ) ΠΈ ΡΠ΅ Π²ΡΠ΅Π΄Π½ΡΠ²Π° ΡΠΎ 4 ΠΊΡΠ΅Π΄ΠΈΡΠΈ. Π‘ΠΎΠ΄ΡΠΆΠΈΠ½Π°ΡΠ° Π½Π° ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΎΡ Π΅ ΠΏΠΎΠ΄Π΅Π»Π΅Π½Π° Π²ΠΎ Π΄Π²Π΅ ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»Π½ΠΈ ΡΠ΅Π»ΠΈΠ½ΠΈ: Π₯ΡΠΌΠ°Π½Π° Π³Π΅Π½Π΅ΡΠΈΠΊΠ°-1, ΡΠΎ ΡΠΎΠ½Π΄ ΠΎΠ΄ 30 ΡΠ°ΡΠ°, Π²ΠΎ ΠΊΠΎΡΠ° ΡΠ΅ ΠΈΠ·Π½Π΅ΡΡΠ²Π°Π°Ρ ΠΎΡΠ½ΠΎΠ²ΠΈΡΠ΅ Π½Π° Ρ
ΡΠΌΠ°Π½Π° Π³Π΅Π½Π΅ΡΠΈΠΊΠ° ΠΈ Π₯ΡΠΌΠ°Π½Π° Π³Π΅Π½Π΅ΡΠΈΠΊΠ°-2, ΡΠΎ ΡΠΎΠ½Π΄ ΠΎΠ΄ 30 ΡΠ°ΡΠ°, Π²ΠΎ ΠΊΠΎΡΠ° ΡΠ΅ ΠΈΠ·Π½Π΅ΡΡΠ²Π°Π°Ρ Π³Π΅Π½Π΅ΡΡΠΊΠΈ Π°ΡΠΏΠ΅ΠΊΡΠΈ Π½Π° Π±ΠΎΠ»Π΅ΡΡΠΈΡΠ΅ ΠΊΠ°Ρ ΡΠΎΠ²Π΅ΠΊΠΎΡ, Π½ΠΈΠ²Π½ΠΎΡΠΎ Π΄ΠΈΡΠ°Π³Π½ΠΎΡΡΠΈΡΠΈΡΠ°ΡΠ΅ ΠΈ Π»Π΅ΠΊΡΠ²Π°ΡΠ΅.
ΠΠΎ ΠΎΠ²ΠΎΡ ΠΏΡΠ°ΠΊΡΠΈΠΊΡΠΌ Π·Π° Π₯ΡΠΌΠ°Π½Π° Π³Π΅Π½Π΅ΡΠΈΠΊΠ°-1 Π²Π½Π΅ΡΠ΅Π½ΠΈ ΡΠ΅ ΡΠ΅ΠΊΡΡΠΎΠ²ΠΈ ΠΎΠ΄ 15 Π²Π΅ΠΆΠ±ΠΈ, Π³ΡΡΠΏΠΈΡΠ°Π½ΠΈ Π²ΠΎ ΠΏΠ΅Ρ Π±Π»ΠΎΠΊΠ° ΠΎΠ΄ ΠΏΠΎ ΡΡΠΈ Π²Π΅ΠΆΠ±ΠΈ. ΠΠ° ΠΏΠΎΡΠ΅ΡΠΎΠΊΠΎΡ ΠΎΠ΄ Π±Π»ΠΎΠΊΠΎΠ²ΠΈΡΠ΅ ΡΠ΅ Π΄Π°Π΄Π΅Π½ΠΈ ΡΠ΅Π±Π½ΠΈΡΠ΅ ΡΠ΅Π»ΠΈ Π·Π° ΡΠ΅ΠΊΠΎΡΠ° ΠΎΠ΄Π΄Π΅Π»Π½Π° Π²Π΅ΠΆΠ±Π° ΠΈ ΠΏΠΎΠ΅Π½ΠΈΡΠ΅ ΠΊΠΎΠΈ Π³ΠΈ Π½ΠΎΡΠ°Ρ ΠΏΡΠΈΡΡΡΡΠ²ΠΎΡΠΎ Π½Π° Π²Π΅ΠΆΠ±ΠΈΡΠ΅ ΠΈ ΡΡΠ΅ΠΊΠ½Π°ΡΠΎΡΠΎ Π·Π½Π°Π΅ΡΠ΅ ΠΎΠ΄ Π½ΠΈΠ².
ΠΠΎ ΡΠ΅ΠΊΠΎΡΠ° Π²Π΅ΠΆΠ±Π° Π΄Π°Π΄Π΅Π½ Π΅ ΠΎΠ±Π΅ΠΌΠ΅Π½ ΠΌΠ°ΡΠ΅ΡΠΈΡΠ°Π» ΠΊΠΎΡ Π΅ ΠΏΠΎΠ²ΡΠ·Π°Π½ ΡΠΎ ΠΈΠ·Π²Π΅Π΄ΡΠ²Π°ΡΠ΅ΡΠΎ Π½Π° ΡΠΎΠΎΠ΄Π²Π΅ΡΠ½Π°ΡΠ° Π²Π΅ΠΆΠ±Π°, Π³Π»Π°Π²Π½ΠΎ Π·Π°ΡΠ°Π΄ΠΈ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΎΠΊ ΠΎΠ΄ ΡΠΎΠΎΠ΄Π²Π΅ΡΠ½ΠΈ ΠΏΠ΅ΡΠ°ΡΠ΅Π½ΠΈ ΠΌΠ°ΡΠ΅ΡΠΈΡΠ°Π»ΠΈ Π½Π° ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈ ΡΠ°Π·ΠΈΠΊ Π·Π° Π½ΠΈΠ²Π½ΠΎ ΡΠ°Π·Π±ΠΈΡΠ°ΡΠ΅. ΠΠ° ΠΊΡΠ°ΡΠΎΡ ΠΎΠ΄ ΡΠ΅ΠΊΠΎΡΠ° Π²Π΅ΠΆΠ±Π° Π΄Π°Π΄Π΅Π½ΠΈ ΡΠ΅ Π½Π΅ΠΊΠΎΠ»ΠΊΡ Π·Π°Π΄Π°ΡΠΈ ΠΊΠΎΠΈ ΡΡΠ΅Π±Π° ΡΠ΅ΠΊΠΎΡ ΡΡΡΠ΄Π΅Π½Ρ Π΄Π° Π³ΠΈ ΠΈΠ·Π²Π΅Π΄Π΅, Π° Π²ΠΎ ΡΠΎΠΎΠ΄Π²Π΅ΡΠ½ΠΈΡΠ΅ ΠΏΡΠΎΡΡΠΎΡΠΈ Π΄Π° Π²Π½Π΅ΡΠ΅ Π΄Π΅Π» ΠΎΠ΄ ΡΠ΅Π·ΡΠ»ΡΠ°ΡΠΈΡΠ΅ ΠΊΠΎΡ Π³ΠΈ Π΄ΠΎΠ±ΠΈΠ». ΠΠ° ΡΠΎΡ Π½Π°ΡΠΈΠ½ ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅ ΠΌΠΎΠΆΠ°Ρ Π΄Π° ΡΠ΅ ΠΏΡΠΈΡΠ΅ΡΡΠ²Π°Π°Ρ Π½Π° ΠΈΠ·Π²Π΅Π΄ΡΠ²Π°ΡΠ΅ΡΠΎ Π½Π° Π²Π΅ΠΆΠ±ΠΈΡΠ΅ Π²ΠΎ ΡΠ΅ΠΊΠΎΡ Π½Π° Π½ΠΈΠ²Π½ΠΎΡΠΎ ΡΡΠ΅ΡΠ΅.
Π‘ΠΎ Π²ΠΎΠ²Π΅Π΄ΡΠ²Π°ΡΠ΅ Π½Π°ΡΠΎΠΊΠ° Π·Π° ΠΠΈΡΠΎΠΊΠΈ ΡΡΡΡΡΠ½ΠΈ ΡΠΊΠΎΠ»ΠΈ Π½Π° ΠΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΠΎΡ ΡΠ°ΠΊΡΠ»ΡΠ΅Ρ Π²ΠΎ Π‘ΠΊΠΎΠΏΡΠ΅, Π²ΠΎΠ²Π΅Π΄Π΅Π½ Π΅ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΎΡ Π₯ΡΠΌΠ°Π½Π° Π³Π΅Π½Π΅ΡΠΈΠΊΠ° Π·Π° ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈ ΡΠ΅ΡΡΡΠΈ ΡΠΎ ΡΠΎΠ½Π΄ Π½Π° ΡΠ°ΡΠΎΠ²ΠΈ 15+0, ΠΊΠ°ΠΊΠΎ ΠΈ Π·Π° Π»ΠΎΠ³ΠΎΠΏΠ΅Π΄ΠΈ ΡΠΎ ΡΠΎΠ½Π΄ Π½Π° ΡΠ°ΡΠΎΠ²ΠΈ 30+30. ΠΠ²ΠΎΡ ΠΏΡΠ°ΠΊΡΠΈΠΊΡΠΌ Π΅ Π½Π°ΠΌΠ΅Π½Π΅Ρ Π·Π° ΠΏΡΠ°ΠΊΡΠΈΡΠ½Π°ΡΠ° Π½Π°ΡΡΠ°Π²Π° Π·Π° Π»ΠΎΠ³ΠΎΠΏΠ΅Π΄ΠΈ, ΡΠΎ ΡΠΊΡΠ°ΡΡΠ²Π°ΡΠ΅ Π½Π° 5 Π²Π΅ΠΆΠ±ΠΈ (ΠΏΠΎ Π΅Π΄Π½Π° Π²Π΅ΠΆΠ±Π° ΠΎΠ΄ ΡΠ΅ΠΊΠΎΡ Π±Π»ΠΎΠΊ).Β ΠΡΠ²ΠΎΡΠΎ ΠΈΠ·Π΄Π°Π½ΠΈΠ΅ Π½Π° ΠΡΠ°ΠΊΡΠΈΠΊΡΠΌΠΎΡ Π·Π° Ρ
ΡΠΌΠ°Π½Π° Π³Π΅Π½Π΅ΡΠΈΠΊΠ°-1 Π±Π΅ΡΠ΅ ΠΎΡΠΏΠ΅ΡΠ°ΡΠ΅Π½ΠΎ Π²ΠΎ 2006 Π³ΠΎΠ΄ΠΈΠ½Π°. ΠΠ°Π±Π΅Π»Π΅ΡΠΊΠΈΡΠ΅ ΠΎΠ΄ ΡΠ΅ΡΠ΅Π½Π·Π΅Π½ΡΠΈΡΠ΅ ΠΈ ΠΎΠ΄ ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅ ΡΠ΅ Π΄Π΅Π»ΡΠΌΠ½ΠΎ Π²Π³ΡΠ°Π΄Π΅Π½ΠΈ Π²ΠΎ ΠΎΠ²Π° ΠΈΠ·Π΄Π°Π½ΠΈΠ΅. ΠΡΠ΅ΠΊΡΠ²Π°ΠΌΠ΅ ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅ Π΄Π° Π΄Π°Π΄Π°Ρ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»Π½ΠΈ Π·Π°Π±Π΅Π»Π΅ΡΠΊΠΈ Π·Π° ΠΏΠΎΠ΄ΠΎΠ±ΡΡΠ²Π°ΡΠ΅ ΡΠΎΠ΄ΡΠΆΠΈΠ½Π°ΡΠ° ΠΈ ΡΠ΅ΠΊΡΡΠΎΡ Π½Π° ΠΎΠ²ΠΎΡ ΠΏΡΠ°ΠΊΡΠΈΠΊΡΠΌ.
Π‘Π΅ Π½Π°Π΄Π΅Π²Π°ΠΌ Π΄Π΅ΠΊΠ° ΠΏΡΠ°ΠΊΡΠΈΠΊΡΠΌΠΎΡ ΡΠ΅ ΠΈΠΌ ΠΏΠΎΠΌΠΎΠ³Π½Π΅ Π½Π° ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅ Π΄Π° Π³ΠΈ ΡΠΎΠ²Π»Π°Π΄Π°Π°Ρ Π²Π΅ΠΆΠ±ΠΈΡΠ΅ ΠΎΠ΄ Π₯ΡΠΌΠ°Π½Π° Π³Π΅Π½Π΅ΡΠΈΠΊΠ°-1.
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ΠΡΠΎΡ. Π΄-Ρ ΠΠΈΡΠΊΠΎ Π‘ΠΏΠΈΡΠΎΡΠΊΠΈ
Π‘ΠΊΠΎΠΏΡΠ΅, 2009 Π³ΠΎΠ΄ΠΈΠ½
ΠΠΌΡΠ½ΠΎΠ»ΠΎΡΠΊΠΈ ΠΏΡΠ°ΠΊΡΠΈΠΊΡΠΌ: - Π»Π°Π±ΠΎΡΠ°ΡΠΎΡΠΈΡΠΊΠ° ΠΈΠΌΡΠ½ΠΎΠ΄ΠΈΡΠ°Π³Π½ΠΎΡΡΠΈΠΊΠ° -
The subject of immunology was introduced for the first time in the six-year study system of the Faculty of Medicine in Skopje in the academic year 1993/94. The subject was taught in the winter semester of the third year (5th semester) with a total fund of 30 hours (15 hours of theoretical teaching and 15 hours of practical teaching). In the beginning, the entire theoretical and practical teaching was carried out by teachers and assistants in physiology from the Institute of Physiology and teachers and assistants in transfusiology from the Republic Institute of Transfusiology.
During 1994, elections were announced and the first teacher and the first assistants for the subject of immunology were chosen. On 02.03. In 1995, the first Department of Immunology was established at the Faculty of Medicine in Skopje. Since 2001, the subject Immunology has been taught in the fourth semester (second year) with a fund of 15 plus 15 hours and with an additional 15 hours of seminars. From the academic year 2005/06, the European Credit Transfer System (ECTS) of the Faculty of Medicine in Skopje started, according to which the subject Immunology is taught with a pool of hours 24 and 21 (45) in the third semester (second year).
In June 1995, the first textbook on immunology was published, that is, the book Basic immunological methods intended for the practical teaching of this subject. In 2005, the book Immunologic practicum for the practical teaching of the immunology subject was published by the Institute of Immunobiology and Human Genetics. The employees of the Institute were busy with the task of writing an Immunology practicum - immuno-diagnostics according to the ECTS program and making it available to the students.
In this practicum, seven blocks of exercises from immunodiagnostics to immunology have been introduced. Each block is composed of three exercises, the first two of which are laboratory methods for immunodiagnostics, and the third exercise is the interpretation of the results of the corresponding area of immunology. Along with these seven blocks, i.e. 21 exercises, additional materials are offered in the form of video clips (on compact disc) for easier mastering of the material. Case analyzes are added to each exercise on the interpretation of immunological results in order for students to connect the immunological results with future clinical disciplines in which they will apply the acquired knowledge of immunology.
Students should master the provided materials before attending exercises in order to win the highest number of points and thus a higher grade.
I hope that the practicum will be useful to the students and that it will be a good basis for the adoption of the new curriculum of this subject.
Prof. Dr Mirko Spiroski
Skopje, November 2006ΠΡΠ΅Π΄ΠΌΠ΅ΡΠΎΡ ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΠΈjΠ° Π·Π° ΠΏΡΠ² ΠΏΠ°Ρ Π΅ Π²ΠΎΠ²Π΅Π΄Π΅Π½ Π²ΠΎ ΡΠ΅ΡΡΠΎΠ³ΠΎΠ΄ΠΈΡΠ½ΠΈΠΎΡ ΡΠΈΡΡΠ΅ΠΌ Π½Π° ΡΡΡΠ΄ΠΈΠΈ Π½Π° ΠΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΠΎΡ ΡΠ°ΠΊΡΠ»Π΅Ρ Π²ΠΎ Π‘ΠΊΠΎΠΏjΠ΅ Π²ΠΎ ΡΡΠ΅Π±Π½Π°ΡΠ° 1993/94 Π³ΠΎΠ΄ΠΈΠ½Π°. ΠΡΠ΅Π΄ΠΌΠ΅ΡΠΎΡ ΡΠ΅ ΡΠ»ΡΡΠ°ΡΠ΅ Π²ΠΎ Π·ΠΈΠΌΡΠΊΠΈΠΎΡ ΡΠ΅ΠΌΠ΅ΡΡΠ°Ρ ΠΎΠ΄ ΡΡΠ΅ΡΠ° Π³ΠΎΠ΄ΠΈΠ½Π° (5. ΡΠ΅ΠΌΠ΅ΡΡΠ°Ρ) ΡΠΎ Π²ΠΊΡΠΏΠ΅Π½ ΡΠΎΠ½Π΄ ΠΎΠ΄ 30 ΡΠ°ΡΠΎΠ²ΠΈ (15 ΡΠ°ΡΠ° ΡΠ΅ΠΎΡΠ΅ΡΡΠΊΠ° Π½Π°ΡΡΠ°Π²Π° ΠΈ 15 ΡΠ°ΡΠ° ΠΏΡΠ°ΠΊΡΠΈΡΠ½Π° Π½Π°ΡΡΠ°Π²Π°). ΠΠΎ ΠΏΠΎΡΠ΅ΡΠΎΠΊΠΎΡ ΡΠ΅Π»ΠΎΠΊΡΠΏΠ½Π°ΡΠ° ΡΠ΅ΠΎΡΠ΅ΡΡΠΊΠ° ΠΈ ΠΏΡΠ°ΠΊΡΠΈΡΠ½Π° Π½Π°ΡΡΠ°Π²Π°ΡΠ° jΠ° ΠΈΠ·Π²Π΅Π΄ΡΠ²Π°Π° Π½Π°ΡΡΠ°Π²Π½ΠΈΡΠΈ ΠΈ Π°ΡΠΈΡΡΠ΅Π½ΡΠΈ ΠΏΠΎ ΡΠΈΠ·ΠΈΠΎΠ»ΠΎΠ³ΠΈjΠ° ΠΎΠ΄ ΠΠ½ΡΡΠΈΡΡΡΠΎΡ Π·Π° ΡΠΈΠ·ΠΈΠΎΠ»ΠΎΠ³ΠΈjΠ° ΠΈ Π½Π°ΡΡΠ°Π²Π½ΠΈΡΠΈ ΠΈ Π°ΡΠΈΡΡΠ΅Π½ΡΠΈ ΠΏΠΎ ΡΡΠ°Π½ΡΡΡΠ·ΠΈΠΎΠ»ΠΎΠ³ΠΈjΠ° ΠΎΠ΄ Π Π΅ΠΏΡΠ±Π»ΠΈΡΠΊΠΈΠΎΡ Π·Π°Π²ΠΎΠ΄ Π·Π° ΡΡΠ°Π½ΡΡΡΠ·ΠΈΠΎΠ»ΠΎΠ³ΠΈjΠ°.
ΠΠΎ ΡΠ΅ΠΊΠΎΡ Π½Π° 1994 Π³ΠΎΠ΄ΠΈΠ½Π° Π±Π΅Π° ΡΠ°ΡΠΏΠΈΡΠ°Π½ΠΈ ΠΈΠ·Π±ΠΎΡΠΈ ΠΈ Π±Π΅Π° ΠΈΠ·Π±ΡΠ°Π½ΠΈ ΠΏΡΠ²ΠΈΠΎΡ Π½Π°ΡΡΠ°Π²Π½ΠΈΠΊ ΠΈ ΠΏΡΠ²ΠΈΡΠ΅ Π°ΡΠΈΡΡΠ΅Π½ΡΠΈ ΠΏΠΎ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΎΡ ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΠΈjΠ°. ΠΠ° 02.03. 1995 Π³ΠΎΠ΄ΠΈΠ½Π° Π΅ ΠΊΠΎΠ½ΡΡΠΈΡΡΠΈΡΠ°Π½Π° ΠΏΡΠ²Π°ΡΠ° ΠΠ°ΡΠ΅Π΄ΡΠ° Π·Π° ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΠΈjΠ° Π½Π° ΠΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΠΎΡ ΡΠ°ΠΊΡΠ»ΡΠ΅Ρ Π²ΠΎ Π‘ΠΊΠΎΠΏjΠ΅. ΠΠ΄ 2001 ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΎΡ ΠΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΠΈjΠ° ΡΠ΅ ΡΠ»ΡΡΠ°ΡΠ΅ Π²ΠΎ ΡΠ΅ΡΠ²ΡΡΠΈΠΎΡ ΡΠ΅ΠΌΠ΅ΡΡΠ°Ρ (Π²ΡΠΎΡΠ° Π³ΠΎΠ΄ΠΈΠ½Π°) ΡΠΎ ΡΠΎΠ½Π΄ Π½Π° ΡΠ°ΡΠΎΠ²ΠΈ 15 ΠΈ 15 ΠΈ ΡΠΎ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»Π½ΠΈ 15 ΡΠ°ΡΠΎΠ²ΠΈ ΡΠ΅ΠΌΠΈΠ½Π°ΡΠΈ. ΠΠ΄ ΡΡΠ΅Π±Π½Π°ΡΠ° 2005/06 Π·Π°ΠΏΠΎΡΠ½Π° ΠΠ²ΡΠΎΠΏΡΠΊΠΈΠΎΡ ΠΊΡΠ΅Π΄ΠΈΡΠ½ΠΈΠΎΡ ΡΡΠ°Π½ΡΡΠ΅Ρ ΡΠΈΡΡΠ΅ΠΌ (ΠΠΠ’Π‘) Π½Π° ΠΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΠΎΡ ΡΠ°ΠΊΡΠ»ΡΠ΅Ρ Π²ΠΎ Π‘ΠΊΠΎΠΏjΠ΅, ΡΠΏΠΎΡΠ΅Π΄ ΠΊΠΎj ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΎΡ ΠΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΠΈjΠ° ΡΠ΅ ΡΠ»ΡΡΠ° ΡΠΎ ΡΠΎΠ½Π΄ Π½Π° ΡΠ°ΡΠΎΠ²ΠΈ 24 ΠΈ 21 (45) Π²ΠΎ ΡΡΠ΅ΡΠΈΠΎΡ ΡΠ΅ΠΌΠ΅ΡΡΠ°Ρ (Π²ΡΠΎΡΠ° Π³ΠΎΠ΄ΠΈΠ½Π°).
ΠΠΎ jΡΠ½ΠΈ ΠΌΠ΅ΡΠ΅Ρ 1995 Π³ΠΎΠ΄ΠΈΠ½Π° ΠΈΠ·Π»Π΅Π·Π΅ ΠΎΠ΄ ΠΏΠ΅ΡΠ°Ρ ΠΏΡΠ²ΠΈΠΎΡ ΡΡΠ΅Π±Π½ΠΈΠΊ ΠΏΠΎ ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΠΈjΠ°, ΠΎΠ΄Π½ΠΎΡΠ½ΠΎ ΠΊΠ½ΠΈΠ³Π°ΡΠ° ΠΡΠ½ΠΎΠ²Π½ΠΈ ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΡΠΊΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈ Π½Π°ΠΌΠ΅Π½Π΅ΡΠ° Π·Π° ΠΏΡΠ°ΠΊΡΠΈΡΠ½Π°ΡΠ° Π½Π°ΡΡΠ°Π²Π° ΠΎΠ΄ ΠΎΠ²ΠΎj ΠΏΡΠ΅Π΄ΠΌΠ΅Ρ. ΠΠΎ 2005 ΠΈΠ·Π»Π΅Π·Π΅ ΠΎΠ΄ ΠΏΠ΅ΡΠ°Ρ ΠΊΠ½ΠΈΠ³Π°ΡΠ° ΠΠΌΡΠ½ΠΎΠ»ΠΎΡΠΊΠΈ ΠΏΡΠ°ΠΊΡΠΈΠΊΡΠΌ Π·Π° ΠΏΡΠ°ΠΊΡΠΈΡΠ½Π°ΡΠ° Π½Π°ΡΡΠ°Π²Π° ΠΎΠ΄ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΎΡ ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΠΈjΠ° Π²ΠΎ ΠΈΠ·Π΄Π°Π½ΠΈΠ΅ Π½Π° ΠΠ½ΡΡΠΈΡΡΡΠΎΡ Π·Π° ΠΈΠΌΡΠ½ΠΎΠ±ΠΈΠΎΠ»ΠΎΠ³ΠΈjΠ° ΠΈ Ρ
ΡΠΌΠ°Π½Π° Π³Π΅Π½Π΅ΡΠΈΠΊΠ°. ΠΡΠ°Π±ΠΎΡΠ΅Π½ΠΈΡΠ΅ ΠΎΠ΄ ΠΠ½ΡΡΠΈΡΡΡΠΎΡ ΡΠ΅ Π·Π°ΡΠ°ΡΠΈjΠ° ΡΠΎ Π·Π°Π΄Π°ΡΠ° Π΄Π° Π½Π°ΠΏΠΈΡΠ°Ρ ΠΠΌΡΠ½ΠΎΠ»ΠΎΡΠΊΠΈ ΠΏΡΠ°ΠΊΡΠΈΠΊΡΠΌ - ΠΈΠΌΡΠ½ΠΎ-Π΄ΠΈjΠ°Π³Π½ΠΎΡΡΠΈΠΊΠ° ΡΠΏΠΎΡΠ΅Π΄ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ°ΡΠ° Π·Π° ΠΠΠ’Π‘ ΠΈ Π΄Π° ΠΈΠΌ Π³ΠΎ ΡΡΠ°Π²Π°Ρ Π½Π° ΡΠ°ΡΠΏΠΎΠ»Π°Π³Π°ΡΠ΅ Π½Π° ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅.
ΠΠΎ ΠΎΠ²ΠΎj ΠΏΡΠ°ΠΊΡΠΈΠΊΡΠΌ ΡΠ΅ Π²Π½Π΅ΡΠ΅Π½ΠΈ ΡΠ΅Π΄ΡΠΌ Π±Π»ΠΎΠΊΠΎΠ²ΠΈ ΠΎΠ΄ Π²Π΅ΠΆΠ±ΠΈ ΠΎΠ΄ ΠΈΠΌΡΠ½ΠΎΠ΄ΠΈjΠ°Π³Π½ΠΎΡΡΠΈΠΊΠ°ΡΠ° Π²ΠΎ ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΠΈjΠ°ΡΠ°. Π‘Π΅ΠΊΠΎj Π±Π»ΠΎΠΊ Π΅ ΡΠΎΡΠ°Π²Π΅Π½ ΠΎΠ΄ ΡΡΠΈ Π²Π΅ΠΆΠ±ΠΈ, ΠΎΠ΄ ΠΊΠΎΠΈ ΠΏΡΠ²ΠΈΡΠ΅ Π΄Π²Π΅ ΡΠ΅ Π»Π°Π±ΠΎΡΠ°ΡΠΎΡΠΈΡΠΊΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈ Π·Π° ΠΈΠΌΡΠ½ΠΎΠ΄ΠΈjΠ°Π³Π½ΠΎΡΡΠΈΠΊΠ°, Π° ΡΡΠ΅ΡΠ°ΡΠ° Π²Π΅ΠΆΠ±Π° Π΅ ΡΠΎΠ»ΠΊΡΠ²Π°ΡΠ΅ Π½Π° ΡΠ΅Π·ΡΠ»ΡΠ°ΡΠΈΡΠ΅ ΠΎΠ΄ ΡΠΎΠΎΠ΄Π²Π΅ΡΠ°Π½Π°ΡΠ° ΠΎΠ±Π»Π°ΡΡ Π½Π° ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΠΈjΠ°ΡΠ°. ΠΠΎΠ½ ΠΎΠ²ΠΈΠ΅ ΡΠ΅Π΄ΡΠΌ Π±Π»ΠΎΠΊΠΎΠ²ΠΈ, ΠΎΠ΄Π½ΠΎΡΠ½ΠΎ 21 Π²Π΅ΠΆΠ±Π° ΡΠ΅ ΠΏΠΎΠ½ΡΠ΄Π΅Π½ΠΈ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»Π½ΠΈ ΠΌΠ°ΡΠ΅ΡΠΈjΠ°Π»ΠΈ Π²ΠΎ ΠΎΠ±Π»ΠΈΠΊ Π½Π° Π²ΠΈΠ΄Π΅ΠΎ ΠΈΡΠ΅ΡΠΎΡΠΈ (Π½Π° ΠΊΠΎΠΌΠΏΠ°ΠΊΡ Π΄ΠΈΡΠΊ) Π·Π° ΠΏΠΎΠ»Π΅ΡΠ½ΠΎ ΡΠΎΠ²Π»Π°Π΄ΡΠ²Π°ΡΠ΅ Π½Π° ΠΌΠ°ΡΠ΅ΡΠΈjΠ°Π»ΠΎΡ. ΠΠΎΠ½ ΡΠ΅ΠΊΠΎjΠ° Π²Π΅ΠΆΠ±Π° Π·Π° ΡΠΎΠ»ΠΊΡΠ²Π°ΡΠ΅ Π½Π° ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΡΠΊΠΈΡΠ΅ ΡΠ΅Π·ΡΠ»ΡΠ°ΡΠΈ Π΄ΠΎΠ΄Π°Π΄Π΅Π½ΠΈ ΡΠ΅ Π°Π½Π°Π»ΠΈΠ·ΠΈ Π½Π° ΡΠ»ΡΡΠ°ΠΈ ΡΠΎ ΡΠ΅Π» ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅ Π΄Π° Π³ΠΈ ΠΏΠΎΠ²ΡΠ·Π°Ρ ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΡΠΊΠΈΡΠ΅ ΡΠ΅Π·ΡΠ»ΡΠ°ΡΠΈ ΡΠΎ ΠΈΠ΄Π½ΠΈΡΠ΅ ΠΊΠ»ΠΈΠ½ΠΈΡΠΊΠΈ Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½ΠΈ Π²ΠΎ ΠΊΠΎΠΈ ΡΠ΅ Π³ΠΎ ΠΏΡΠΈΠΌΠ΅Π½Π°Ρ ΡΡΠ΅ΠΊΠ½Π°ΡΠΎΡΠΎ Π·Π½Π°Π΅ΡΠ΅ ΠΎΠ΄ ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΠΈjΠ°ΡΠ°.
Π‘ΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅ ΡΡΠ΅Π±Π° Π΄Π° Π³ΠΈ ΡΠΎΠ²Π»Π°Π΄Π°Π°Ρ ΠΏΡΠ΅Π΄Π²ΠΈΠ΄Π΅Π½ΠΈΡΠ΅ ΠΌΠ°ΡΠ΅ΡΠΈjΠ°Π»ΠΈ ΠΏΡΠ΅Π΄ Π΄Π° ΠΏΡΠΈΡΡΡΡΠ²ΡΠ²Π°Π°Ρ Π½Π° Π²Π΅ΠΆΠ±ΠΈ Π·Π° Π΄Π° ΠΎΡΠ²ΠΎjΠ°Ρ Π½Π°jΠ³ΠΎΠ»Π΅ΠΌ Π±ΡΠΎj ΠΏΠΎΠ΅Π½ΠΈ ΠΈ ΡΠΎ ΡΠΎΠ° ΠΏΠΎΠ²ΠΈΡΠΎΠΊΠ° ΠΎΡΠ΅Π½ΠΊΠ°.
Π‘Π΅ Π½Π°Π΄Π΅Π²Π°ΠΌ Π΄Π΅ΠΊΠ° ΠΏΡΠ°ΠΊΡΠΈΠΊΡΠΌΠΎΡ ΡΠ΅ ΠΈΠΌ Π±ΠΈΠ΄Π΅ ΠΎΠ΄ ΠΊΠΎΡΠΈΡΡ Π½Π° ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅ ΠΈ Π΄Π΅ΠΊΠ° ΡΠ΅ ΠΏΡΠ΅ΡΡΡΠ°Π²ΡΠ²Π° Π΄ΠΎΠ±ΡΠ° ΠΎΡΠ½ΠΎΠ²Π° Π·Π° Π΄ΠΎΠ½Π΅ΡΡΠ²Π°ΡΠ΅ Π½Π° Π½ΠΎΠ²Π°ΡΠ° Π½Π°ΡΡΠ°Π²Π½Π° ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ° ΠΎΠ΄ ΠΎΠ²ΠΎj ΠΏΡΠ΅Π΄ΠΌΠ΅Ρ.
ΠΡΠΎΡ. Π΄-Ρ ΠΠΈΡΠΊΠΎ Π‘ΠΏΠΈΡΠΎΡΠΊΠΈ
Π‘ΠΊΠΎΠΏjΠ΅, Π½ΠΎΠ΅ΠΌΠ²ΡΠΈ 2006 Π³ΠΎΠ΄ΠΈΠ½
ΠΠΠΠΠΠΠ ΠΠ Π‘ΠΠ£Π§ΠΠ ΠΠ ΠΠΠ£ΠΠΠΠΠΠΠΠΠ’Π
One of the most important goals of the modernization of Medical Faculties in the European Union is the unification of basic knowledge from pre-clinical courses with clinical judgment and that as early as possible (even in the first semester). In that sense, various novelties are introduced in the contents of the subjects and their connection in logical units.
The main weight that immunology has as a subject for medical students is how to master the many types of cells and their specific ratios, the even greater number of immunological mechanisms, and especially the fitting of that knowledge into immunological deviations. The most important goal of the immunology course is to enable medical students to think immunologically so that they can successfully apply immunological knowledge when they encounter a specific clinical condition. This is achieved by analyzing immunology cases in order to explain basic immunological knowledge to students and specifically relate it to clinical practice. In clinical courses, immunological case presentations are used where students are introduced to the clinical approach in solving specific immunological diseases, starting from anamnesis, family history, current condition, clinical examinations, laboratory and other diagnostic examinations, differential diagnosis, treatment, rehabilitation and forecast.
In this book, already published analyses of immunology cases are selected from the highest quality books used for that purpose in the world, grouped into seven blocks of two cases each, as provided in the Immunology Practicum. The names of the cases are invented so that students can remember them more easily.
Although I expect reactions to this approach to the education of medical students by clinically oriented teachers, I believe that this book will be well received by students and that it will encourage the writing of similar and better textbooks with this approach for other subjects at the Faculty of Medicine in Skopje.
Prof. Dr Mirko Spiroski
October, 2007ΠΠ΄Π½Π° ΠΎΠ΄ Π½Π°ΡΠ·Π½Π°ΡΠ°ΡΠ½ΠΈΡΠ΅ ΡΠ΅Π»ΠΈ ΠΎΠ΄ ΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΠ·Π°ΡΠΈΡΠ°ΡΠ° Π½Π° ΠΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΡΠ΅ ΡΠ°ΠΊΡΠ»ΡΠ΅ΡΠΈ Π²ΠΎ ΠΠ²ΡΠΎΠΏΡΠΊΠ°ΡΠ° Π£Π½ΠΈΡΠ° Π΅ ΠΎΠ±Π΅Π΄ΠΈΠ½ΡΠ²Π°ΡΠ΅ΡΠΎ Π½Π° Π±Π°Π·ΠΈΡΠ½ΠΈΡΠ΅ Π·Π½Π°Π΅ΡΠ° ΠΎΠ΄ ΠΏΡΠ΅Π΄ΠΊΠ»ΠΈΠ½ΠΈΡΠΊΠΈΡΠ΅ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΈ ΡΠΎ ΠΊΠ»ΠΈΠ½ΠΈΡΠΊΠΎΡΠΎ ΠΏΡΠΎΡΡΠ΄ΡΠ²Π°ΡΠ΅ ΠΈ ΡΠΎΠ° ΡΡΠΎ Π΅ ΠΌΠΎΠΆΠ½ΠΎ ΠΏΠΎΡΠ°Π½ΠΎ (ΡΡΡΠ΅ Π²ΠΎ ΠΏΡΠ²ΠΈΠΎΡ ΡΠ΅ΠΌΠ΅ΡΡΠ°Ρ). ΠΠΎ ΡΠ°Π° ΡΠΌΠΈΡΠ»Π° ΡΠ΅ Π²ΠΎΠ²Π΅Π΄ΡΠ²Π°Π°Ρ ΡΠ°Π·Π»ΠΈΡΠ½ΠΈ Π½ΠΎΠ²ΠΈΠ½ΠΈ Π²ΠΎ ΡΠΎΠ΄ΡΠΆΠΈΠ½ΠΈΡΠ΅ Π½Π° ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΈΡΠ΅ ΠΈ Π½ΠΈΠ²Π½ΠΎΡΠΎ ΠΏΠΎΠ²ΡΠ·ΡΠ²Π°ΡΠ΅ Π²ΠΎ Π»ΠΎΠ³ΠΈΡΠ½ΠΈ ΡΠ΅Π»ΠΈΠ½ΠΈ.
ΠΠ»Π°Π²Π½Π°ΡΠ° ΡΠ΅ΠΆΠΈΠ½Π° ΡΡΠΎ ΡΠ° ΠΈΠΌΠ° ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ°ΡΠ° ΠΊΠ°ΠΊΠΎ ΠΏΡΠ΅Π΄ΠΌΠ΅Ρ Π·Π° ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅ ΠΏΠΎ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½Π° Π΅ ΠΊΠ°ΠΊΠΎ Π΄Π° ΡΠ΅ ΡΠΎΠ²Π»Π°Π΄Π°Π°Ρ ΠΌΠ½ΠΎΠ³ΡΡΠ΅ Π²ΠΈΠ΄ΠΎΠ²ΠΈ ΠΊΠ»Π΅ΡΠΊΠΈ ΠΈ Π½ΠΈΠ²Π½ΠΈΡΠ΅ ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ½ΠΈ ΡΠΎΠΎΠ΄Π½ΠΎΡΠΈ, ΡΡΡΠ΅ ΠΏΠΎΠ³ΠΎΠ»Π΅ΠΌΠΈΠΎΡ Π±ΡΠΎΡ ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΡΠΊΠΈ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠΈ, Π° ΠΎΡΠΎΠ±Π΅Π½ΠΎ Π²ΠΊΠ»ΠΎΠΏΡΠ²Π°ΡΠ΅ΡΠΎ Π½Π° ΡΠΈΠ΅ Π·Π½Π°Π΅ΡΠ° Π²ΠΎ ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΡΠΊΠΈΡΠ΅ ΠΎΡΡΡΠ°ΠΏΡΠ²Π°ΡΠ°. ΠΠ°ΡΠ·Π½Π°ΡΠ°ΡΠ½Π° ΡΠ΅Π» Π½Π° ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΎΡ ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ° Π΅ Π΄Π° Π³ΠΈ ΠΎΡΠΏΠΎΡΠΎΠ±ΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅ ΠΏΠΎ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½Π° ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΡΠΊΠΈ Π΄Π° ΡΠ°Π·ΠΌΠΈΡΠ»ΡΠ²Π°Π°Ρ Π·Π° Π΄Π° ΠΌΠΎΠΆΠ°Ρ ΡΡΠΏΠ΅ΡΠ½ΠΎ Π΄Π° Π³ΠΈ ΠΏΡΠΈΠΌΠ΅Π½Π°Ρ ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΡΠΊΠΈΡΠ΅ ΡΠΎΠ·Π½Π°Π½ΠΈΡΠ° ΠΊΠΎΠ³Π° ΡΠ΅ ΡΠ΅ ΡΡΠ΅ΡΠ½Π°Ρ ΡΠΎ ΠΊΠΎΠ½ΠΊΡΠ΅ΡΠ½Π° ΠΊΠ»ΠΈΠ½ΠΈΡΠΊΠ° ΡΠΎΡΡΠΎΡΠ±Π°. Π’ΠΎΠ° ΡΠ΅ ΠΏΠΎΡΡΠΈΠ³Π½ΡΠ²Π° ΡΠΎ Π°Π½Π°Π»ΠΈΠ·Π° Π½Π° ΡΠ»ΡΡΠ°ΠΈ ΠΎΠ΄ ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ°ΡΠ° ΡΠΎ ΡΠ΅Π» Π½Π° ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅ Π΄Π° ΠΈΠΌ ΡΠ΅ ΠΎΠ±ΡΠ°ΡΠ½Π°Ρ Π±Π°Π·ΠΈΡΠ½ΠΈΡΠ΅ ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΡΠΊΠΈ Π·Π½Π°Π΅ΡΠ° ΠΈ ΠΊΠΎΠ½ΠΊΡΠ΅ΡΠ½ΠΎ Π΄Π° Π³ΠΈ ΠΏΠΎΠ²ΡΠ·Π°Ρ ΡΠΎ ΠΊΠ»ΠΈΠ½ΠΈΡΠΊΠ°ΡΠ° ΠΏΡΠ°ΠΊΡΠ°. ΠΠΎ ΠΊΠ»ΠΈΠ½ΠΈΡΠΊΠΈΡΠ΅ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΈ ΡΠ΅ ΠΊΠΎΡΠΈΡΡΠ°Ρ ΠΏΡΠΈΠΊΠ°Π·ΠΈ Π½Π° ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΡΠΊΠΈ ΡΠ»ΡΡΠ°ΠΈ ΠΊΠ°Π΄Π΅ ΡΡΠΎ ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅ ΡΠ΅ Π·Π°ΠΏΠΎΠ·Π½Π°Π²Π°Π°Ρ ΡΠΎ ΠΊΠ»ΠΈΠ½ΠΈΡΠΊΠΈΠΎΡ ΠΏΡΠΈΠΎΠ΄ Π²ΠΎ ΡΠ°Π·ΡΠ΅ΡΡΠ²Π°ΡΠ΅ Π½Π° ΠΊΠΎΠ½ΠΊΡΠ΅ΡΠ½ΠΈ ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΡΠΊΠΈ Π·Π°Π±ΠΎΠ»ΡΠ²Π°ΡΠ°, ΠΏΠΎΡΠ½ΡΠ²Π°ΡΡΠΈ ΠΎΠ΄ Π°Π½Π°ΠΌΠ½Π΅Π·Π°, ΡΠ°ΠΌΠΈΠ»Π½Π° Π°Π½Π°ΠΌΠ½Π΅Π·Π°, ΡΠ΅Π³Π°ΡΠ½Π° ΡΠΎΡΡΠΎΡΠ±Π°, ΠΊΠ»ΠΈΠ½ΠΈΡΠΊΠΈ ΠΈΡΠΏΠΈΡΡΠ²Π°ΡΠ°, Π»Π°Π±ΠΎΡΠ°ΡΠΎΡΠΈΡΠΊΠΈ ΠΈ Π΄ΡΡΠ³ΠΈ Π΄ΠΈΡΠ°Π³Π½ΠΎΡΡΠΈΡΠΊΠΈ ΠΈΡΠΏΠΈΡΡΠ²Π°ΡΠ°, Π΄ΠΈΡΠ΅ΡΠ΅Π½ΡΠΈΡΠ°Π»Π½Π° Π΄ΠΈΡΠ°Π³Π½ΠΎΠ·Π°, Π»Π΅ΠΊΡΠ²Π°ΡΠ΅, ΡΠ΅Ρ
Π°Π±ΠΈΠ»ΠΈΡΠ°ΡΠΈΡΠ° ΠΈ ΠΏΡΠΎΠ³Π½ΠΎΠ·Π°.
ΠΠΎ ΠΎΠ²Π°Π° ΠΊΠ½ΠΈΠ³Π° ΡΠ΅ ΠΎΠ΄Π±ΡΠ°Π½ΠΈ Π²Π΅ΡΠ΅ ΠΎΠ±ΡΠ°Π²Π΅Π½ΠΈ Π°Π½Π°Π»ΠΈΠ·ΠΈ Π½Π° ΡΠ»ΡΡΠ°ΠΈ ΠΎΠ΄ ΠΈΠΌΡΠ½ΠΎΠ»ΠΎΠ³ΠΈΡΠ°ΡΠ° ΠΎΠ΄ Π½Π°ΡΠΊΠ²Π°Π»ΠΈΡΠ΅ΡΠ½ΠΈΡΠ΅ ΠΊΠ½ΠΈΠ³ΠΈ ΠΊΠΎΠΈ ΡΠ΅ ΠΊΠΎΡΠΈΡΡΠ°Ρ Π·Π° ΡΠ°Π° Π½Π°ΠΌΠ΅Π½Π° Π²ΠΎ ΡΠ²Π΅ΡΠΎΡ, Π³ΡΡΠΏΠΈΡΠ°Π½ΠΈ Π²ΠΎ ΡΠ΅Π΄ΡΠΌ Π±Π»ΠΎΠΊΠ° ΠΎΠ΄ ΠΏΠΎ Π΄Π²Π° ΡΠ»ΡΡΠ°ΠΈ, ΠΊΠ°ΠΊΠΎ ΡΡΠΎ ΡΠ΅ ΠΏΡΠ΅Π΄Π²ΠΈΠ΄Π΅Π½ΠΈ Π²ΠΎ ΠΠΌΡΠ½ΠΎΠ»ΠΎΡΠΊΠΈΠΎΡ ΠΏΡΠ°ΠΊΡΠΈΠΊΡΠΌ. ΠΠΌΠΈΡΠ°ΡΠ° Π½Π° ΡΠ»ΡΡΠ°ΠΈΡΠ΅ ΡΠ΅ ΠΈΠ·ΠΌΠΈΡΠ»Π΅Π½ΠΈ Π·Π° Π΄Π° ΠΌΠΎΠΆΠ°Ρ ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅ ΠΏΠΎΠ»Π΅ΡΠ½ΠΎ Π΄Π° Π³ΠΈ Π·Π°ΠΏΠ°ΠΌΠ΅ΡΠ°Ρ.
ΠΠ°ΠΊΠΎ ΠΎΡΠ΅ΠΊΡΠ²Π°ΠΌ ΡΠ΅Π°ΠΊΡΠΈΠΈ ΠΊΠΎΠ½ Π²Π°ΠΊΠ²ΠΈΠΎΡ ΠΏΡΠΈΠΎΠ΄ Π·Π° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ Π½Π° ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅ ΠΏΠΎ ΠΌΠ΅Π΄ΠΈΡΠΈΠ½Π° ΠΎΠ΄ ΡΡΡΠ°Π½Π° Π½Π° ΠΊΠ»ΠΈΠ½ΠΈΡΠΊΠΈ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠ°Π½ΠΈΡΠ΅ Π½Π°ΡΡΠ°Π²Π½ΠΈΡΠΈ, Π²Π΅ΡΡΠ²Π°ΠΌ Π΄Π΅ΠΊΠ° ΠΊΠ½ΠΈΠ³Π°Π²Π° ΡΠ΅ Π±ΠΈΠ΄Π΅ Π΄ΠΎΠ±ΡΠΎ ΠΏΡΠΈΡΠ°ΡΠ΅Π½Π° ΠΎΠ΄ ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅ ΠΈ Π΄Π΅ΠΊΠ° ΡΠ°Π° ΡΠ΅ ΠΏΠΎΡΡΠΈΠΊΠ½Π΅ ΠΏΠΈΡΡΠ²Π°ΡΠ΅ Π½Π° ΡΠ»ΠΈΡΠ½ΠΈ ΠΈ ΠΏΠΎΠ΄ΠΎΠ±ΡΠΈ ΡΡΠ΅Π±Π½ΠΈΡΠΈ ΡΠΎ Π²Π°ΠΊΠΎΠ² ΠΏΡΠΈΠΎΠ΄ ΠΈ Π·Π° Π΄ΡΡΠ³ΠΈΡΠ΅ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΈ Π½Π° ΠΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΠΎΡ ΡΠ°ΠΊΡΠ»ΡΠ΅Ρ Π²ΠΎ Π‘ΠΊΠΎΠΏΡΠ΅.
ΠΡΠΎΡ. Π΄-Ρ ΠΠΈΡΠΊΠΎ Π‘ΠΏΠΈΡΠΎΡΠΊΠΈ
ΠΠΊΡΠΎΠΌΠ²ΡΠΈ, 2007 Π³ΠΎΠ΄ΠΈΠ½
Association of Cytokine Gene Polymorphisms with Chronic Obstructive
The aim of this study was to examine the association of 22 cytokine gene polymorphism in Macedonians with chronic obstructive pulmonary disease (COPD).
The sample of the population comprised of 301 normal respondents and 62 patients with COPD. Cytokine genotyping was performed by polymerase chain reaction with sequence-specific priming (PCR-SSP).
Positive (susceptible) association was found between patient with COPD and IL-1Ξ± -889/C allele; where as negative (protective) association among was found for the following alleles IL-1Ξ² +3962/C; IL-12B -1188/A; IFNΞ³ +874/T; IL-2 -330/G; IL-4 -1098/G and IL-4-33/C. We found positive (susceptible) association between patients with COPD and following genotypes: IL4 -33/T:T; IFNΞ³ +874/A:A; IL-4 -1098/T:T ; IL-1Ξ± -889/C:C; IL-1Ξ² +3962/C:T; IL-12B -1188/C:C; IL-4RΞ± +1902/G:G; IL-10 -1082/G:G; IL-2 -330/T:T; IL-4 -590/C:C; and IL-1Ξ± -889/C:T. Negative (protective) association between patients with COPD and following genotypes was found: IFNΞ³ +874/A:T; IL-4 -33/C:T; IL-4 -1098/G:T; IL-2 -330/G:T; IL-1Ξ² +3962/C:T; IL-4 -590/C:T; IL-10 -1082/A:G; and IL-4 -33/C:C. Positive (susceptible) association between patients with COPD and following haplotypes was found: IL-4/TCT; IL-10/ATC; and IL-2/TG, and negative (protective) association was found between the patients with COPD and haplotypes for: IL-4/TTC; and IL-4/GCC.
It could be concluded that several cytokine polymorphisms are positively (susceptible), or negatively (protective) associated with COPD in Macedonians