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BACKGROUND AND AIMS: Spondyloarthritis (SpA) is a group of autoinflammatory disorders, of which the primary extra-articular manifestation is inflammatory bowel disease (IBD). The oral cavity being a part of gastrointestinal tract, is significantly compromised in IBD, and in many cases, it is the first site of clinical manifestations of IBD. This study aimed to identify changes in the oral mucosa associated with the onset of IBD and their association with endoscopic/histological findings. MATERIALS AND METHODS: The study assessed 80 patients with SpA and 52 healthy controls. Oral, rheumatological, and gastroenterological assessments were performed. The ileocolonoscopy was performed via digital magnification chromoendoscopy. The statistical analysis consisted of Chi-square, Fisher's exact, and multiple correspondence discriminant analysis tests. RESULTS: From the disease cohort, 63.0% patients showed oral lesions (p = 0.050). These manifestations ranged from gingivitis (55.0%, p = 0.001), aphthous stomatitis (3.8%, p = 0.091), angular cheilitis (2.6%, p = 0.200), and perioral erythema with scaling (1.3%, p = 0.300). All patients who presented with alterations in colonic mucosa also had oral lesions associated with IBD (p = 0.039), specifically gingivitis/aphthous stomatitis (p = 0.029). CONCLUSION: The patients with SpA without IBD present significant oral signs and symptoms. Gingivitis seems to be the most relevant because of its associations with early endoscopic and histological findings. CLINICAL RELEVANCE: An integral approach to the diagnostic tests that includes evaluations of oral, rheumatological and gastroenterological tissues may favor timely attention and improve patients' quality of life.

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OBJECTIVE: Evaluate and compare the performance of autofluorescence, chemiluminescence, and clinical visual examination in the detection of oral potentially malignant disorders (OPMD), oral cancer (OC), and oropharyngeal cancer (OPC). MATERIALS AND METHODS: A systematic review with meta-analysis based on diagnostic test studies. A literature search was carried out in the MEDLINE and EMBASE databases through August 30, 2020. For this review, the quality assessment tool of diagnostic precision studies (QUADAS-2) was used. Hierarchical regression models were used to estimate pooled diagnostic precision values in a random effects model. RESULTS: A total of 40 studies were identified for this review according to each test evaluated: 5.562 samples for autofluorescence, 1.353 samples for chemiluminescence, and 1.892 samples for clinical examination. The summary measures sensitivity and specificity of the clinical examination were 63% and 78%, respectively, AUC = 0.78 95% CI (0.74-0.81). In the autofluorescence test, these were 86% and 72%, respectively, AUC = 0.86 95% CI (0.83-0.89); and the chemiluminescent test were 67% and 48%, respectively, AUC = 0.59 95% CI (0.54-0.63) CONCLUSIONS: Autofluorescence devices displayed superior accuracy levels in the identification of premalignant lesions and early neoplastic changes compared to clinical examination and chemiluminescent test. Overall, biopsy remains the gold standard for the definitive diagnosis of OPMD, OC, and OPC. CLINICAL RELEVANCE: Light-based clinical methods such as autofluorescence and chemiluminescence techniques have been used in clinical diagnosis for the differentiation of OPMD and malignant and benign lesions; although detailed visual examination appears to be effective in identifying, previous systematic reviews have not evaluated a relevant number of studies and they did not evaluate the accuracy of the clinical examination.

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To evaluate the possible involvement of epigenetic modulation by HPV16-p16INK4a in oral potentially malignant disorder (OPMD). We generated DNA-methylation profiles, according to p16INK4a expression and HPV16 genotype (positive or negative), of OPMD samples and p16INK4a-HPV16 negative samples (used as control), using reduced-representation bisulphite sequencing (RRBS-Seq- Illumina) technology. Twelve samples, four for each group, as follows: 1) p16INK4a+ HPV16+; 2) p16INK4a+ HPV16-; 3) p16INK4a- HPV16-, were analysed in triplicate for DNA-methylation profiles. Fifty-four per cent of DMRs were hypermethylated and 46% were hypomethylated. An increase in methylation of loci in OPMD was independent of the presence of HPV. The hypermethylated genes in HPV+ samples were associated with signalling pathways such as NICD traffics to nucleus, signalling by NOTCH1 (p = 0.008), Interferon-gamma (p = 0.008) and Interleukin-6 signalling (p = 0.027). The hypomethylated genes in HPV infection were associated with TRAF3-dependent IRF activation pathway (p = 0.002), RIG-I/MDA5 mediated induction of IFN-alpha/beta pathways (p = 0.005), TRAF6 mediated IRF7 activation (p = 0.009), TRIF-mediated TLR3/TLR4 signalling (p = 0.011) and MyD88-independent cascade release of apoptotic factors (p = 0.011). Protein association analysis of DMRs in OPMD revealed 19 genes involved in the cell cycle regulation, immune system, and focal adhesion. Aberrantly methylated loci in OPMD were observed in p16INK4a positive samples which suggests that a shift in global methylation status may be important for cancer progression. The results suggest that HPV infection in OPMD induces modulation of genes related to the immune system and regulation of the cellular cycle.

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El proceso enseñanza- aprendizaje evoluciona constantemente y exige un despliegue novedoso a medida que pasa el tiempo, pues, las nuevas generaciones de estudiantes y la sociedad exigen cambios en los modelos pedagógicos para favorecer laconstrucción del conocimiento encaminada a solucionar problemas de la vida cotidiana. Por esta razón, el docente debe contar con características que le permitan desarrollar adecuadamente su quehacer, generando en sus estudiantes un ambiente dinamizador, favoreciendo la producción de conocimiento nuevo y significativo, que incentive progreso en su comunidad y que esté dispuesto a aceptar los constantes cambios que supone una sociedad en materia de educación. Las ciencias de la salud incluyen dentro desus currículos ciencias básicas: áreas complejas de abordar y transmitir, que implican una responsabilidad para el docente, por lo tanto el objetivo de esta investigación fue mejorar el nivel de motivación y de participación de estudiantes de educación superior a fin de optimizar el proceso de enseñanza- aprendizaje. Se aplicaron entrevistas, encuestas, observaciones quepermitieron conocer el estado actual de las metodologías didácticas empleadas. Además se desarrollaron actividades lúdicas en clase, donde se implementaron nuevas e innovadoras metodologías que sirvieron como herramienta para favorecer el proceso de enseñanza-aprendizaje, observando mayor participación, comunicación y socialización del conocimiento entre docentes y estudiantes. El juego combina la complejidad y la simplicidad llevando a profundizar y fijar el conocimiento y esto se convierteen un logro que despierta interés y curiosidad en el estudiante ya que su lenguaje oculto invita a pensar.

The teaching learning process evolves constantly and demands shifting innovative displays. The society and newstudent’sgenerations requiere changes in the teaching model sthath contribute to the constuction of knowled get through daily life problem solving. The educator should be able to develop his chore adequately to create a dynamic environment that promotes the creation of new an meaning ful knowledge. This will hepl the student to understand the progress in the community and the educational changes in a society. The curriculum in health sciences involves complex áreas for the teachers to explain. The aim of this research was to improve the level of motivation and participation of college student to improve the teaching learning process. Interviews surveys and observations were used to know the actual state of the didactic methodologies used inthis field. We develop edrecreational activities during class to implement innovative methodologies that help to improve the teaching learning process. The result were more communication, participation and socialization of knowledge betweem teachersand students. Game combine complexity and simplicity that leads to the fixation and implementation of knowledge. Thelearning process in games has a hidden language that turns the new information into a goal and awakes the interest and curiosity of the students.

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