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SUMMARY: A corpse is the body's final destination and, as a social construction, it challenges Western cultural taboos and practices around the corpse, having been shown in cinema. The present paper aims to analyze 17 films that portray Human Anatomy, identifying which themes specifically related to morphological sciences are addressed, namely: a) reactions to first contact with a cadaver, b) medical school and dissection classes, c) origin of cadavers, d) anatomy and suspense or horror movies, e) romance, drama and comedy, f) body snatchers/ resurrectionists, g) anatomical techniques, h) racism, prejudice and anatomy. This is a critical review of films in which, after thorough triple- blind analysis by the authors, it was observed that the encounter with the cadaver provides a series of emotions to the characters participating in the practical anatomy classes shown in the films, such as apprehension, fear, disgust, curiosity, etc. Generally, this surprising contact between the living and the dead is associated with the practice of dissection, which often results in the accentuation of emotions previously reported. From all this, it is concluded that the history of the teaching of Human Anatomy has been interestingly portrayed in cinema from different points of view.
Un cadáver es el destino final del cuerpo y, como construcción social, desafía los tabúes y prácticas culturales occidentales en torno al cadáver, habiendo sido mostrado en el cine. El presente trabajo tuvo como objetivo analizar 17 películas que retratan la Anatomía Humana, identificando qué temas específicamente relacionados con las ciencias morfológicas se abordan, a saber: a) reacciones al primer contacto con un cadáver, b) clases de medicina y disección, c) origen de los cadáveres, d) anatomía y películas de suspenso o terror, e) romance, drama y comedia, f) ladrones de cuerpos/resurreccionistas, g) técnicas anatómicas, h) racismo, prejuicio y anatomía. Se trata de una revisión crítica de películas en las que, tras un minucioso análisis triple ciego por parte de los autores, se observa que el encuentro con el cadáver proporciona una serie de emociones a los personajes que participan en las clases prácticas de anatomía que se muestran en las películas, tales como aprensión, miedo, repugnancia, curiosidad, etc. Generalmente, este sorprendente contacto entre vivos y muertos se asocia con la práctica de la disección, lo que muchas veces resulta en la acentuación de las emociones anteriormente relatadas. De todo ello se concluye que la historia de la enseñanza de la Anatomía Humana ha sido interesantemente retratada en el cine desde diferentes puntos de vista.
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Humanos , Cadáver , Anatomia/educação , Filmes Cinematográficos , Atitude Frente a MorteRESUMO
SUMMARY: The learning of human gross anatomy (HGA) is essential for health professionals, as it is key to achieve diagnoses and carry out clinical procedures safely and effectively. It is essential to recognize the main ideas of human anatomy, such as anatomical position and planimetry, and terms of reference and comparison, to understand the general characteristics of the structures, systems, and functions of the human body. However, the academic performance of students in the course of HGA is low, so this study aimed to determine the relationship between sociodemographic data and their academic performance. For this purpose, students of the academic program of Medicine and Surgery enrolled in a HGA course were surveyed on 17 sociodemographic factors. The grades obtained by the students in the three exams taken in the course were recorded and correlated with the answers obtained in the questionnaire. In order to know the students' characteristics and behaviors in each of the variables, descriptive statistics were performed for each of them, the t- student test was used to compare the means of each group. In the event of behavior far from the normal distribution, the non-parametric tests of Mann-Whitney U and Kolmogorov-Smirnov were used. It was found that factors like previous academic university experience, retaking the HGA course, students' health condition, working and studying at the same time and the students' mother's level of education influence in their academic performance.
El aprendizaje de la anatomía macroscópica humana (AMH) es fundamental para los profesionales de la salud, ya que es clave para lograr diagnósticos y realizar procedimientos clínicos de forma segura y eficaz. Es fundamental reconocer las ideas principales de la anatomía humana, como la posición anatómica y la planimetría, y los términos de referencia y comparación, para comprender las características generales de las estructuras, sistemas y funciones del cuerpo humano. Sin embargo, el rendimiento académico de los estudiantes del curso de AMH es bajo, por lo que este estudio tuvo como objetivo determinar la relación entre los datos sociodemográficos y su rendimiento académico. Para ello, se encuestó a estudiantes del programa académico de Medicina y Cirugía matriculados en un curso de AMH sobre 17 factores sociodemográficos. Se registraron las calificaciones obtenidas por los alumnos en los tres exámenes realizados en el curso y se correlacionaron con las respuestas obtenidas en el cuestionario. Para conocer las características y comportamientos de los estudiantes en cada una de las variables se realizó estadística descriptiva para cada una de ellas, se utilizó la prueba t-student para comparar las medias de cada grupo. En caso de comportamiento alejado de la distribución normal, se utilizaron las pruebas no paramétricas de Mann-Whitney U y Kolmogorov-Smirnov. Se encontró que factores como la experiencia académica universitaria previa, retomar el curso AMH, el estado de salud de los estudiantes, trabajar y estudiar al mismo tiempo y el nivel de educación de la madre de los estudiantes influyen en su rendimiento académico.
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Humanos , Masculino , Feminino , Adolescente , Adulto , Adulto Jovem , Estudantes de Medicina , Desempenho Acadêmico , Anatomia/educação , Universidades , Inquéritos e Questionários , Fatores SociodemográficosRESUMO
Louis Hubert Farabeuf (1841-1910) was a reformer of clinical, surgical, and topographic human anatomy studies during the second half of the 19th century. Over 30 years as a professor of Anatomy, Farabeuf wrote outstanding anatomical textbooks. As the head of Anatomic Studies in the Faculty of Medicine in Paris, he succeeded in leading a profound restructuring of the way anatomy and surgery were taught. As a result of his work and research, several anatomical terms, clinical signs, and surgical instruments were named after him. For his outstanding career in anatomy, he was elected to the Academy of Medicine in 1897.
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SUMMARY: It has been demonstrated that the teaching and learning process of human anatomy is influenced by different external factors that can affect, in the short and long term, the academic and professional performance of medical students. In this sense, the present work aims to determine the relationship between sociodemographic factors and the academic performance of students belonging to the program of Medicine and Surgery of the Universidad del Valle, in Cali-Colombia, who were enrolled in the course of Human Gross Anatomy. Based on the organization of the course plan, the average grades obtained by the students in the different exams taken in the course were compared. Through a survey, sociodemographic data that have been reported as influential factors in academic performance were asked. The first stage of the analysis consisted of identifying the characteristics of the variables, then the correlation of the sociodemographic variables with the students' academic performance, and finally, a multiple linear regression model was implemented. Although the results did not show statistically significant correlations between the variables analyzed, a close relationship was observed with the sex and place of origin of the students, obtaining that women and students from other towns and cities presented lower academic performance compared to their peers. This highlights the importance of including activities to strengthen the learning process, as well as guiding support programs to maintain academic performance and reduce the inequality gap.
Se ha demostrado que en el proceso de enseñanza y aprendizaje de la anatomía humana inciden diferentes factores externos que pueden afectar, a corto y largo plazo, el desempeño académico y profesional de los estudiantes de Medicina. En este sentido, el presente trabajo tiene como objetivo determinar la relación existente entre los factores sociodemográficos y el rendimiento académico de los estudiantes que pertenecen al programa de Medicina y Cirugía de la Universidad del Valle, en Cali-Colombia, matriculados en la asignatura de Anatomía Macroscópica Humana. A partir de la organización del plan del curso, se comparó el promedio de las notas obtenidas por los estudiantes en los diferentes exámenes realizados en la asignatura. A través de una encuesta, se preguntaron algunos datos sociodemográficos que han sido reportados como factores influyentes en el rendimiento académico. La primera etapa del análisis consistió en identificar las características de las variables, a continuación, la correlación de las variables sociodemográficas con el desempeño académico de los estudiantes y, finalmente, se implementó un modelo de regresión lineal múltiple. Si bien los resultados no arrojaron correlaciones estadísticamente significativas entre las variables analizadas, sí se observó una estrecha relación con el sexo y el lugar de procedencia de los estudiantes, obteniendo que las mujeres y los estudiantes foráneos presentaron menor rendimiento académico en comparación con los demás compañeros. Esto resalta la importancia de incluir actividades que permitan fortalecer el proceso de aprendizaje, así como guiar programas de apoyo para mantener el rendimiento académico y disminuir la brecha de desigualdad.
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Humanos , Masculino , Feminino , Estudantes de Medicina , Desempenho Acadêmico , Anatomia/educação , Universidades , Inquéritos e Questionários , Colômbia , Fatores SociodemográficosRESUMO
Near-peer teaching has been widely implemented in medical schools and the benefits for the near-peer teachers (NPTs), the students, and the institution have been well documented. However, NPT training methods and perceptions of such have been limited. A four-year clinical anatomy and surgical training program was established (est. 2019) as part of the continuous training timeline for NPTs (n > 60 total) formation at the Universidad Autónoma de Nuevo León, in Mexico. The program provides various training courses for the NPTs according to their hierarchy, including teaching skills, professional development, psychosocial aspects, and career objectives. A "Clinical Anatomy and Surgical Training Diploma" was planned with 12 modules to aid in developing these abilities, along with a higher understanding of clinical anatomy shared by expert clinical specialists, and diverse clinical and surgical skills such as suturing, catheterization, and basic surgical procedures. The program has a completion rate of approximately 15 NPTs/year. All, while creating an environment with a sense of belonging, and facilitating mentorship between fellow NPTs and educators. Near-peer teachers develop leadership, communication, and teaching skills. The program has provided a constant source of anatomy educators, avoiding any shortage.
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Anatomistas , Anatomia , Educação de Graduação em Medicina , Estudantes de Medicina , Humanos , Anatomia/educação , Estudantes de Medicina/psicologia , Educação de Graduação em Medicina/métodos , Grupo Associado , Currículo , EnsinoRESUMO
Morphological features are essential to assess neonates' viability. In order to characterize the morphology and biometry of newborn agouti, 36 animals born at 103 days of gestation under human care in Teresina-PI, Brazil were evaluated. After birth, the newborns were weighed on digital precision scales, measured with a flexible tape measure and their external morphology was assessed. The animals observed had coat color trait of adults, open eyes, hairs in the nasal region and four incisor teeth. The forelimbs had developed four digits and the hind limbs three digits, with white edged claws and a short hairless tail. The following were observed: weight of 144.58 ± 33.39g and lengths: crown-rump 14.73 ± 1.82cm, total 19.88 ± 1.52cm, head to tail 16.95 ± 1.55cm, head 7.33 ± 0.59cm, thoracic girth 11.78 ± 1.36cm, abdominal girth 10.73 ± 1.21cm, tail length 1.18 ± 0.25cm, eye diameter 1.27 ± 0.27cm and ear length 0.21 ± 0.35cm. The agoutis presented morphological maturity at birth with external morphology very similar to that of the adult animals. Most of the births in this species are the double type and newborns that weigh more than 90g have better chances of survival in captivity.
As características morfológicas são essenciais para avaliar a viabilidade dos neonatos. Para caracterizar a morfologia e biometria de cutias recém-nascidas, foram avaliados 36 animais nascidos aos 103 dias de gestação sob cuidados em Teresina-PI, Brasil. Após o nascimento, os recém-nascidos foram pesados em balança digital de precisão, medidos com fita métrica flexível e avaliada sua morfologia externa. Os animais observados apresentavam traço de pelagem de adultos, olhos abertos, pelos na região nasal e quatro dentes incisivos. Os membros anteriores desenvolveram quatro dedos e os membros posteriores três, com garras brancas afiadas e uma cauda curta e sem pêlos. Foram observados: peso de 144,58 ± 33,39g e comprimentos: garupa 14,73 ± 1,82cm, total 19,88 ± 1,52cm, cabeça a cauda 16,95 ± 1,55cm, cabeça 7,33 ± 0,59cm, perímetro torácico 11,78 ± 1,36cm, abdominal perímetro 10,73 ± 1,21 cm, comprimento da cauda 1,18 ± 0,25 cm, diâmetro do olho 1,27 ± 0,27 cm e comprimento da orelha 0,21 ± 0,35 cm. As cutias apresentaram maturidade morfológica ao nascimento com morfologia externa muito semelhante à dos animais adultos. A maioria dos nascimentos nesta espécie são do tipo duplo e recém-nascidos que pesam mais de 90g têm melhores chances de sobrevivência sob cuidados humanos.
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Animais , Pesos e Medidas Corporais/veterinária , Estruturas Animais/crescimento & desenvolvimento , Dasyproctidae/crescimento & desenvolvimento , Anatomia Veterinária , Sistemas de Identificação Animal , Animais Recém-Nascidos/anatomia & histologiaRESUMO
The morphology of the gastrointestinal tract (GI) is a strong indicator of a species' dietary habits. The objective of this study was to describe and quantitatively analyze the gross and microanatomy of the digestive tract of the orange/red-rumped agouti (Dasyprocta leporina) and relate it to the feeding habits of this animal. The digestive tracts of six adult males were used for this study. The results showed that the esophagus was thick (mean thickness of 1023.78 ± 28.97 µm) and lined by keratinized epithelium with scant esophageal glands. Mucosa-associated lymphocytic infiltration was robust throughout the GI tract. These findings suggest that the esophagus was well adapted to a coarse diet. The simple stomach with well-developed gastric glands in the fundus region (mean thickness of 605.39 ± 28.68 µm) was indicative of an adaptation to a carnivorous diet. The small intestine constituted approximately 80% of the length of the GI tract. The remarkable development of the jejunum with a greater villus length (mean thickness of 182.50 ± 27.38 µm) indicated a greater absorptive capacity in frugivorous and carnivorous diets. The long cecum and well-developed colon clearly indicated that the GI tract was well adapted to frugivorous and herbivorous diets. Overall, D. leporina showed that it is well adapted to an omnivorous diet. These results suggest that D. leporina can be fed a balanced omnivorous dry diet with a high protein content of plant or animal origin that is well suited to the architecture of the GI tract in captivity.
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Although formaldehyde is the most widely used and largely available fixative for preserving cadavers through decomposition prevention, it promotes darkening and weight gain, in addition to being considered carcinogenic. Ethyl alcohol has been proven a potential substitute to formaldehyde due to its effectiveness in tissue penetration, thus preventing proliferation of microorganisms; however, it can only be used alone for fixation of small parts. In view of such fixatives limitations, saturated salt solution has been widely employed based on its antimicrobial effect and ability to maintain tissue similar to the original one, in addition to exerting no hazardous effects as there is no evaporation of harmful substances. This research aimed to observe anatomical brain behaviour submitted to formaldehyde, alcohol, and saturated salt solution as fixatives. Fixatives were tested in 15 adult Wistar rats' brain, submerged in 10 ml of intended solution after removal for 4 weeks. Weight of the brains fixed in saturated salt did not change over the weeks. However, the weight of formaldehyde-fixed brains increased and the weight in alcohol-fixed brains decreased; in addition, modifications in all solutions measures were also observed. Alcohol provides a peculiar dehydrating effect as formaldehyde clearly increases the length of the pieces. Thus, since the saturated salt solution showed no important adjustment over the experimental time, it proved an efficient alternative for replacing formaldehyde and alcohol as fixative solutions of anatomical study of the brain.
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Etanol , Formaldeído , Ratos , Animais , Fixadores/farmacologia , Ratos Wistar , Formaldeído/farmacologia , Etanol/farmacologia , Encéfalo , Fixação de Tecidos/veterináriaRESUMO
The knowledge of anatomy and imaging exams emerges as an important tool in the study of evolutionary processes of a species, in the elaboration of diagnosis, and the successful choice of the appropriate clinical and surgical procedures. Therefore, this study aims to describe the osteology of the hind limb of Sapajus libidinosus by means of gross, radiographic, and tomographic images. Four cadavers were used in the macroscopic analysis and five animals for the imaging exams, of which four were eventually euthanized and added to the macroscopic study. For imaging exams, they were kept anesthetized. All bones of the hind limb were documented, their structures were described, and compared with data in the literature from human and nonhuman primates. We have performed Student's t test for independent samples. There was no statistical difference between the sexes regarding the length of the hind limb bones. The coxal bone was largely well described using imaging methods. A small penile bone was present at the tip of the penis and it could be identified by all analysis methods. The femur, as well as the tibia and fibula, were not well portrayed in their proximal and distal epiphyses by radiography (Rx). However, they were well identified on tomography. No third trochanter was observed in the femur and the patella had a triangular shape. All the structures described by gross anatomy of the tarsus and metatarsus could be identified by Rx and tomography. More subtle structures, such as the popliteal notch on the tibia, and the gluteal tuberosity pectineal line and facies aspera on the coxal bone, were not identified by medical imaging. S. libidinosus presented anatomical characteristics that were similar to those of larger New World and Old World monkeys, including man. This suggests it's value as an experimental model for studies in recent primates.
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Cebinae , Animais , Membro Posterior/anatomia & histologia , MasculinoRESUMO
Scientific research and student involvement are critical to the formation of physicians, yet the number of medical researchers has decreased over time. To implement corrective strategies, the variables associated with positive research attitudes and productivity among medical students must be identified. The aim of this study was to evaluate the variables associated with students interested or involved in research. A validated questionnaire was applied to the student members of an established anatomy research group in a Mexican medical school with a six-year medical program. Data were collected and analyzed. A total of 85.5% (n = 77/90) students answered the survey with most respondents being second-year medical students. The majority of respondents indicated that the important component of conducting research was a contribution to the new knowledge (45.5%) and to the scientific community (42.9%). More than half of respondents mentioned a professor or a peer as the initial motivation to become involved in research. Lack of time was the main limitation (59.7%) to research involvement. Perceived benefits were knowledge and team work skills. Of those involved, most (85.7%) wished to continue participating in research as a complement to their clinical work. Professors and student colleagues were found to play an important motivational and recruitment role for medical research. These efforts in turn have developed into long-lasting mentor-mentee relationships. Students also anticipated that early involvement in research will positively influence the likelihood of future physicians' contribution and collaboration in research.
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Anatomia , Educação de Graduação em Medicina , Estudantes de Medicina , Anatomia/educação , Humanos , México , Faculdades de MedicinaRESUMO
Omental herniation, located between the rectus abdominis muscle and the anterior blade of the rectus sheath, can be triggered after a transverse suprapubic incision. It causes the development of an incisional interstitial hernia (IIH), which is an extremely rare and poorly understood condition. Based on this information, our work presents the first anatomical description of incisional interstitial hernia found during routine dissection at the Human Anatomy Laboratory of the Federal University of Ceará in a formalized female corpse.
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Hérnia Ventral , Hérnia Incisional , Cadáver , Feminino , Hérnia Ventral/complicações , Hérnia Ventral/cirurgia , Humanos , Achados Incidentais , Hérnia Incisional/etiologia , Hérnia Incisional/cirurgia , OmentoRESUMO
The consolidation of technology as an alternative strategy to cadaveric dissection for teaching anatomy in medical courses was accelerated by the recent Covid-19 pandemic, which caused the need for social distance policies and the closure of laboratories and classrooms. Consequently, new technologies were created, and those already been developed started to be better explored. However, information about many of these instruments and resources is not available to anatomy teachers. This systematic review presents the technological means for teaching and learning about human anatomy developed and applied in medical courses in the last ten years, besides the infrastructure necessary to use them. Studies in English, Portuguese, and Spanish were searched in MEDLINE, Scopus, ERIC, LILACS, and SciELO databases, initially resulting in a total of 875 identified articles, from which 102 were included in the analysis. They were classified according to the type of technology used: three-dimensional (3D) printing (n = 22), extended reality (n = 49), digital tools (n = 23), and other technological resources (n = 8). It was made a detailed description of technologies, including the stage of the medical curriculum in which it was applied, the infrastructure utilized, and which contents were covered. The analysis shows that between all technologies, those related to the internet and 3D printing are the most applicable, both in student learning and the financial cost necessary for its structural implementation.
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Anatomia , COVID-19 , Estudantes de Medicina , Anatomia/educação , Currículo , Humanos , Pandemias , SARS-CoV-2 , Ensino , TecnologiaRESUMO
In Brazil, a federal law ensures that all students with disabilities are entitled to enrollment in higher education institutions. Higher courses in human anatomy stand out for their complexity in both theoretical and practical contents. Therefore, adaptation is required to accommodate students with special educational needs. This study aimed to describe the experience of a Support Teacher in the development of inclusive pedagogical practices for the discipline of Human Anatomy offered in the physiotherapy course for a student with low vision and blindness. The challenges and learning difficulties faced by a visually impaired student are reported. Qualitative analysis was performed by interviewing a student with low vision and blindness and a Support Teacher. The audio recordings were transcribed, categorized, and analyzed using content analysis. The Support Teacher created schematics and drawings of anatomical structures, reviewed theoretical and practical contents, developed adaptations of the examinations, and applied palpatory anatomy to facilitate the student's learning process. The findings illustrate that the student faced the greatest difficulty in dealing with the emotional aspects, due to the inability to visualize the anatomical details in human cadavers. Thus, the presence of a Support Teacher was fundamental to ensure that the student could learn the content and overcome this limitation. In conclusion, personalized adaptation, commitment, and collaborative work between the Support Teacher and students with low vision and blindness improve their learning conditions.
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Anatomia , Baixa Visão , Anatomia/educação , Cegueira , Humanos , Aprendizagem , Estudantes , EnsinoRESUMO
SUMMARY: There is a lack of visualization on gross anatomy planes for the non-orthogonal sections, such as subcostal and intercostal oblique scanning planes of ultrasound imaging. The aim of the present study was to visualize the anatomical image of corresponding plane for the oblique ultrasound scanning using a virtual dissection system. the oblique gross anatomy plane was constructed by appropriate segmentation using a virtual dissection table. A suitable cutting of the body plane was accomplished by turning on and off the organ systems, particularly the skeletal system, category, and structure. The right hepatic vein (RHV), middle hepatic vein (MHV), and left hepatic vein (LHV) for the right subcostal oblique plane appeared in the single slice plane. The location of the liver, gallbladder, and kidneys differently appeared in the oblique anatomical plane and body position. The results of this study suggest that using a virtual anatomy system contributes to improving the sonographer's ability to understand anatomy.
RESUMEN: Existe una falta de visualización en los planos de anatomía macroscópica para las secciones no ortogonales, tal como los planos de exploración oblicuos subcostales e intercostales en las imágenes de ultrasonido. El objetivo del presente estudio fue visualizar la imagen anatómica del plano correspondiente para la ecografía oblicua mediante un sistema de disección virtual. El plano de anatomía macroscópica oblicua se construyó mediante una adecuada segmentación utilizando una mesa de disección virtual. Se logró un corte correcto del plano corporal al encender y apagar los sistemas de órganos, particularmente el sistema esquelético, la categoría y la estructura. La vena hepática derecha, la vena hepática media y la vena hepática izquierda para el plano oblicuo subcostal derecho aparecieron en el plano de corte único. La ubicación del hígado, la vesícula biliar y los riñones aparecieron de manera diferente en el plano anatómico oblicuo y en la posición del cuerpo. Los resultados de este estudio sugieren que el uso de un sistema de anatomía virtual ayuda a mejorar la capacidad del ecografista para comprender la anatomía humana.
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Humanos , Instrução por Computador , Ultrassonografia , Dissecação/métodos , Anatomia/métodos , Interface Usuário-Computador , Interpretação de Imagem Assistida por Computador , Imageamento TridimensionalRESUMO
SUMMARY: Urethral process, sigmoid flexure, urethra at the pelvic arch and neck of urinary bladder in goats are very much prone to form obstructive urolithiasis. The present study was carried out to establish baseline work on the normal measurement of the urethral passage and different segments of penis of uncastrated and castrated Black Bengal (BB) goat which will be supportive for obstructive urolithiasis management. Different segment of penis along with urethra of 25 uncastrated and 25 castrated male Black Bengal goats were collected from different slaughter house of Chattogram City Corporation. The length and diameter of male urethra and different segment of penis in uncastrated buck were significantly higher (p<.001) than castrated buck. The length of the pelvic urethra was 5.88 ± 0.111 cm and 4.58 ± 0.15 cm in uncastrated and castrated buck respectively. The length of the neck of urinary bladder; root, body, sigmoid flexure, glans penis and urethral process of the penis in uncastrated and castrated buck were 0.688 ± 0.156 cm and 0.38 ± 0.048 cm, 5.02 ± 0.09 cm and 4.24±0.10 cm, 23.48 ± 0.37 cm and 22.74 ± 0.43 cm, 9.2 ± 0.107 cm and 8.18 ± 0.29 cm, 1.92 ± 0.032 cm and 1.44 ± 0.10 cm, 2.32 ± 0.029 cm and 1.78 ± 0.07 cm respectively. The diameter of the neck of urinary bladder, root, body, sigmoid flexure, glans penis and urethral process of the penis in uncastrated and castrated buck were 1.94 ± 0.041 cm and 1.44 ± 0.05 cm, 3.7 ± 0.049 cm and 3.3 ± 0.144 cm, 2.63 ± 0.066 cm and 1.86 ± 0.08 cm, 2.77 ± 0.90 cm and 2.18 ± 0.07 cm , 1.81 ± 0.034 cm and 1.4 ± 0.06 cm, 0.66 ± 0.014 cm and 0.56 ± 0.05 cm respectively. Finally, total lengths of penis in uncastrated and castrated buck were 30.42±0.459 cm and 28.42±0.553 cm respectively. The length and diameter of the neck of the urinary bladder, root, sigmoid flexure, urethral process of the penis are clinically more important for obstructive urolithiasis.
RESUMEN: El proceso uretral, el ángulo sigmoideo, la uretra en el arco pélvico y el cuello de la vejiga urinaria en las cabras son muy propensos a formar urolitiasis obstructiva. El presente estudio se llevó a cabo para establecer un trabajo de referencia sobre la medición normal del pasaje uretral y diferentes segmentos de pene de cabra de Bengala Negra (BB) no castrada y castrada, que serán de apoyo para el manejo de la urolitiasis obstructiva. Se recolectaron diferentes segmentos de pene junto con la uretra de 25 machos de cabras de Bengala negras sin castrar y 25 castrados de diferentes mataderos de Chattogram City Corporation. La longitud y el diámetro de la uretra y los diferentes segmentos del pene en el macho no castrado fueron significativamente más altos (p <0,001) que en el macho castrado. La longitud de la uretra pélvica fue de 5,88 ± 0,111 cm y 4,58 ± 0,15 cm en animales sin castrar y castrados, respectivamente. La longitud del cuello de la vejiga urinaria; raíz, cuerpo, flexión sigmoidea, glande del pene y proceso uretral del pene en el macho sin castrar y castrado fueron 0,688 ± 0,156 cm y 0,38 ± 0,048 cm, 5,02 ± 0,09 cm y 4,24 ± 0,10 cm, 23,48 ± 0,37 cm y 22,74 ± 0,43 cm , 9,2 ± 0,107 cm y 8,18 ± 0,29 cm, 1,92 ± 0,032 cm y 1,44 ± 0,10 cm, 2,32 ± 0,029 cm y 1,78 ± 0,07 cm, respectivamente. El diámetro del cuello de la vejiga urinaria, la raíz, el cuerpo, el ángulo sigmoide, el glande del pene y el proceso uretral del pene en el macho no castrado y castrado fueron 1,94 ± 0,041 cm y 1,44 ± 0,05 cm, 3,7 ± 0,049 cm y 3,3 ± 0,144 cm. 2,63 ± 0,066 cm y 1,86 ± 0,08 cm, 2,77 ± 0,90 cm y 2,18 ± 0,07 cm, 1,81 ± 0,034 cm y 1,4 ± 0,06 cm, 0,66 ± 0,014 cm y 0,56 ± 0,05 cm respectivamente. Finalmente, las longitudes totales de pene en machos castrados y no castrados fueron de 30,42 ± 0,459 cm y 28,42 ± 0,553 cm respectivamente. La longitud y el diámetro del cuello de la vejiga urinaria, la raíz, el ángulo sigmoideo y el proceso uretral del pene son clínicamente más importantes para la urolitiasis obstructiva.
Assuntos
Animais , Feminino , Pênis/anatomia & histologia , Uretra/anatomia & histologia , Cabras/anatomia & histologia , UrolitíaseRESUMO
Anatomical sciences curricula have been under constant reform over the years, with many countries having to reduce course hours while trying to preserve laboratory time. In Mexico, schools have historically been autonomous and unregulated, and data regarding structure and methods are still lacking. A national survey was sent by the Mexican Society of Anatomy to 110 anatomical sciences educators. The questionnaire consisted of 50 items (open and multiple choice) for gross anatomy, microscopic anatomy, neuroanatomy, and embryology courses in medical schools across Mexico. A clinical approach was the most common course approach in all disciplines. Contact course hours and laboratory hours were higher in Mexican anatomy education compared to other countries, with the highest reported contact hours for embryology (133.4 ± 44.1) and histology (125 ± 33.2). There were similar contact hours to other countries for gross anatomy (228.5 ± 60.5). Neuroanatomy course hours (43.9 ± 13.1) were less than reported by the United States and similar to Saudi Arabia and higher than the United Kingdom. Dissection and microscopy with histological slides predominate as the most common laboratory activities. Traditional methods prevail in most of the courses in Mexico and only a few educators have implemented innovative and technological tools. Implementation of new methods, approaches, and curricular changes are needed to enhance anatomical sciences education in Mexico.
Assuntos
Anatomia , Anatomia/educação , Currículo , México , Faculdades de Medicina , Inquéritos e Questionários , Estados UnidosRESUMO
One of the most widely used solutions to fix and preserve organic tissues is formaldehyde, despite reservations regarding its toxicity and the fact that formaldehyde-embalmed bodies lose their original characteristics. Anatomy laboratories have been replacing formaldehyde with solutions that retain the characteristics of fresh tissue. For this purpose, alternative solutions with a very low concentration of formaldehyde or without any formaldehyde have been analyzed. The objective of this study was to compare biometry, coloration, haptic properties, and bacterial load on animal specimens (pig kidneys) embalmed with formaldehyde, and with Chilean Conservative Fixative Solution with and without formaldehyde (formaldehyde chCFS and formaldehyde-free chCFS). Also, the perception of health and biological science students toward specimens treated with different solutions was assessed. The results indicated that there were no significant differences in specimens' retraction, or bacterial load. Students showed a preference for organs embalmed in formaldehyde chCFS and formaldehyde-free chCFS; indicating that with these treatments they could better visualize structures and that the prosections had greater flexibility and the colors were more similar to those of fresh tissue. Additionally, students recommended the material embalmed in formaldehyde chCFS and formaldehyde-free chCFS for anatomy learning. In contrast, students indicated that formaldehyde-fixation negatively affected their practical experience. In conclusion, embalming with formaldehyde chCFS or formaldehyde-free chCFS provides an advantageous practical experience over the use of formaldehyde and may be an alternative to replace the use of formaldehyde in anatomy laboratories.
Assuntos
Anatomia , Tecnologia Háptica , Anatomia/educação , Animais , Carga Bacteriana , Biometria , Cadáver , Fixadores , Formaldeído , Humanos , Rim , Percepção , Estudantes , SuínosRESUMO
Activities related to body donation programs, such as donor memorial ceremonies, provide the opportunity to complement student training, especially with regard to the ethical and humanistic elements involved in medical training. This study sought to assess the impact of a ceremony in honor of the body donors has on ethical and humanistic attitudes in medical students. Medical students were surveyed about their perceptions of changes in themselves, respect for donors and donor families, and their relationship with patients. The effect of the students' contact with the family of the donor was analyzed in students who had contact with the cadaver in the dissection room and had either participated or not participated in the donor memorial ceremony. A total of 370 questionnaires were answered by first-, second-, and third-year medical students at the Federal University of Health Sciences of Porto Alegre in 2017. The students who participated in the ceremony presented more positive responses in relation to commitment to their studies, reflection on death, and positive development of empathy when compared to those who did not attend the ceremony. Most of the students that attended the ceremony suggested the event led to an improvement in the doctor-patient relationship. These results suggest that cadaver dissection with accompanied memorial ceremony involving contact with donor families is an effective means of fostering ethical and humanistic attitudes among medical students from the beginning of the course.
Assuntos
Anatomia/educação , Educação de Graduação em Medicina/métodos , Humanismo , Relações Médico-Paciente/ética , Estudantes de Medicina/psicologia , Adolescente , Atitude , Brasil , Cadáver , Comportamento Ritualístico , Currículo , Dissecação/ética , Dissecação/psicologia , Ética Médica , Feminino , Humanos , Masculino , Desenvolvimento Moral , Estudantes de Medicina/estatística & dados numéricos , Inquéritos e Questionários/estatística & dados numéricos , Doadores de Tecidos/ética , Obtenção de Tecidos e Órgãos/ética , Adulto JovemRESUMO
Anatomy is considered the core of surgery. Surgeons often complain about deficiencies in their junior doctor's level of knowledge in anatomy. The study aim was to compare opinions of final year medical students and consultant surgeons regarding current methods of teaching anatomy and which methods should be utilized to enhance medical student's anatomy knowledge. Two questionnaires were developed: one for consultant surgeons and the other one was for medical students. These questionnaires surveyed consultant surgeons and senior medical students regarding their views on various aspects of undergraduate anatomy teaching including: increasing time for anatomy teaching, anatomy knowledge level, surgeons participation in teaching, best methods of teaching and examination of anatomy, areas of strength and weakness among students, and adequacy of current teaching to understand radiology images, laparoscopic and endoscopic views. The response rate for consultants and students was 62.6 %. Surgeons who encouraged increasing the time for undergraduate anatomy teaching were 77.1 %. A significant percentage of surgeons and students thought that their junior surgeons / student level of anatomical knowledge was poor (63.4 % and 46.6 % respectively). Additionally, over two thirds of surgeons and students thought that surgeons participation in anatomy teaching in the first 3 years in medical schools may be useful (68.0 % and 69.0 % respectively). Cadaveric teaching was selected as best method of anatomy teaching by 81.0 % surgeons and 79.6 % students. Only 33.1 % surgeons and 35.4 % student thought that our current anatomy teaching was adequate to understand radiologic, laparoscopic and endoscopic views. Surgeons and students were in agreement regarding students' reduced levels of anatomy knowledge. One particular aspect of such deprivation was students' inability to interpret radiological pictures, laparoscopic and endoscopic views. Increasing time dedicated for anatomy teaching, involving surgeons in the process of anatomy teaching and redirecting the focus on cadaveric dissection may be beneficial.
La anatomía es considerada la base de la cirugía. Los cirujanos a menudo se quejan de las deficiencias en el nivel de conocimiento anatómico de su médico subalterno. El objetivo del estudio fue comparar las opiniones de los estudiantes de medicina y los cirujanos consultores del último año con respecto a los métodos actuales de enseñanza de anatomía y los métodos que deben utilizarse para mejorar el conocimiento de la disciplina de los estudiantes de medicina. Se desarrollaron dos cuestionarios: uno para cirujanos consultores y otro para estudiantes de medicina. Estos cuestionarios encuestaron a cirujanos consultores y estudiantes de medicina de alto nivel con respecto a sus puntos de vista sobre diversos aspectos de la enseñanza de anatomía de pregrado, que incluyen: aumentar el tiempo para la enseñanza de anatomía, el nivel de conocimiento de anatomía, la participación de los cirujanos en la enseñanza, los mejores métodos de enseñanza y el examen de anatomía, áreas de fortaleza y debilidad entre los estudiantes, y la adecuación de la enseñanza actual para comprender imágenes de radiología, vistas laparoscópicas y endoscópicas. La tasa de respuesta de consultores y estudiantes fue del 62,6 %. Los cirujanos que señalaron aumentar el tiempo para la enseñanza de anatomía de pregrado fue en el 77,1 %. Un porcentaje significativo de cirujanos y estudiantes consideraron que su nivel de conocimiento anatómico entre cirujanos subalternos y estudiantes era bajo (63,4 % y 46,6 %, respectivamente). Además, más de dos tercios de los cirujanos y estudiantes estimaron que la participación de los cirujanos en la enseñanza de anatomía en los primeros 3 años en las escuelas de medicina puede ser útil (68,0 % y 69,0 %, respectivamente). La enseñanza en el cadáver fue seleccionada como el mejor método de enseñanza de anatomía por 81,0 % de cirujanos y 79,6 % de estudiantes. Sólo el 33,1 % de los cirujanos y el 35,4 % de los estudiantes pensaron que nuestra enseñanza actual de anatomía era adecuada para entender las vistas radiológicas, laparoscópicas y endoscópicas. Los cirujanos y los estudiantes estuvieron de acuerdo con respecto a los reducidos niveles de conocimiento anatómico de los estudiantes. Un aspecto particular de tal privación fue la incapacidad de los estudiantes para interpretar imágenes radiológicas, vistas laparoscópicas y endoscópicas. Puede ser beneficioso aumentar el tiempo dedicado a la enseñanza de la anatomía, involucrando a cirujanos en el proceso de enseñanza de la anatomía y redirigiendo el enfoque a la disección del cadáver.
Assuntos
Humanos , Masculino , Feminino , Estudantes de Medicina/psicologia , Cirurgia Geral/educação , Competência Clínica , Cirurgiões/psicologia , Anatomia/educação , Inquéritos e Questionários , Estudo Multicêntrico , Educação de Graduação em MedicinaRESUMO
This study aimed to describe the gross anatomy of the ventral rami of the thoracic spinal nerves in capuchin monkey (Sapajus apella) and compare with humans and other primate species. Eight specimens, prepared in 10% formalin solution and dissected following routine standard techniques, were used. The animals presented 13-14 pairs of thoracic spinal nerves emerging from the intervertebral foramen and divided into dorsal and ventral rami. The ventral rami of the first 12 or 13 pairs represented intercostal nerves and the latter referred to the subcostal nerve. The intercostal and subcostal nerves gave off muscular and cutaneous branches (lateral and ventral), which promote innervation of muscles and skin associated with the chest and abdominal wall. Atypical anatomy was verified for the 1st, 2nd and 7th to 13th intercostal nerves as well as for the subcostal nerve. The morphological characteristics were similar to those observed in humans and some non-human primates, especially in the absence of collateral branches.