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Introdução: As universidades de enfermagem não têm acompanhado as demandas relativas às disciplinas de genética, genômica ou oncologia para aperfeiçoar o conhecimento dos acadêmicos no manejo do câncer de mama, que é o mais comum entre as mulheres brasileiras, exigindo maior eficácia das políticas de detecção precoce, tratamento oportuno e aconselhamento genético. Isso se deve em parte à não obrigatoriedade de oferecer essas disciplinas na grade curricular, o que pode levar a um déficit de conhecimento e possível prejuízo da futura qualidade desses profissionais. Objetivo: Analisar se o conhecimento dos acadêmicos de enfermagem sobre os conceitos de genética e genômica aplicados ao câncer de mama está associado à grade curricular das instituições onde estudam. Método: Estudo multicêntrico, transversal, norteado pela ferramenta STROBE, realizado entre agosto/outubro de 2018. Resultados: Acadêmicos de instituições públicas apresentaram correlação entre a ausência das disciplinas genética/genômica (p=0,0001) e pouco conhecimento dos respectivos conceitos (p=0,0045). Alternativamente, os de instituições privadas mostraram maiores erros em relação ao exame clínico de mama anual a partir dos 40 anos (p=0,0009) e à periodicidade do rastreio mamográfico na população sob risco geral (p=0,0021). Os dois grupos convergiram na recomendação da mamografia à população sob risco familiar entre 35-69 anos. Conclusão: Os acadêmicos das instituições de ensino superior privadas apresentaram maiores acertos sobre conceitos de genética/genômica, pois continham a disciplina genética na grade curricular, enquanto os das instituições públicas se destacaram nos acertos relacionados ao câncer de mama sobre políticas de saúde, em razão da maior vivência prática no estágio curricular

Introduction: Nursing universities have not kept up with the demands related to the disciplines of genetics, genomics, or oncology to improve the knowledge of students in managing breast cancer, which is the most common among Brazilian women, demanding greater effectiveness of policies for early detection, timely treatment, and genetic counseling. This is partly due to the fact that it is not mandatory to offer these subjects in the curriculum, which can lead to a deficit of knowledge potentially harmful to the future quality of these professionals. Objective: To analyze whether the knowledge of nursing students about the concepts of genetics and genomics applied to breast cancer is associated with the curriculum of the institutions where they study. Method: Multicenter, cross-sectional study, guided by the STROBE tool, carried out between August-October 2018. Results: Students from public institutions showed correlation between the absence of genetics/genomics disciplines (p=0.0001) and poor knowledge of the respective concepts (p=0.0045). Alternatively, those from private institutions showed more errors in relation to the annual clinical breast exam from the age of 40 (p=0.0009) and the frequency of mammographic screening in the population at general risk (p=0.0021). The two groups concurred in recommending mammography to the population at risk between 35 and 69 years of age. Conclusion: Students from private universities where genetics is included in the disciplines were more cognizant about concepts of genetics and genomics, while those from public institutions stood out regarding correct responses on breast cancer related health policies because of their internship practice

Introducción: Las universidades de enfermería no se han mantenido al día con las demandas relacionadas con las disciplinas de genética, genómica u oncología para mejorar el conocimiento de los académicos en el manejo del cáncer de mama, que es el más común entre las mujeres brasileñas, exigiendo una mayor efectividad de las políticas de detección precoz. tratamiento oportuno y asesoramiento genético. Esto se debe en parte a que no es obligatorio ofrecer estas asignaturas en el plan de estudios, lo que puede conllevar un desconocimiento y posibles daños a la calidad futura de estos profesionales. Objetivo: Analizar si el conocimiento de los estudiantes de enfermería sobre los conceptos de genética y genómica aplicados al cáncer de mama está asociado al currículo de las instituciones donde cursan estudios. Método: Estudio multicéntrico, transversal, guiado por la herramienta STROBE, realizado entre agosto y octubre de 2018. Resultados: Los académicos de las instituciones públicas mostraron una correlación entre la ausencia de disciplinas de genética/ genómica (p=0,0001) y el escaso conocimiento de los conceptos respectivos (p=0,0045). Alternativamente, las de instituciones privadas mostraron mayores errores en relación al examen clínico de mama anual a partir de los 40 años (p=0,0009) y la frecuencia de cribado mamográfico en la población de riesgo general (p=0,0021). Los dos grupos convergieron en la recomendación de la mamografía a la población de riesgo entre los 35 y los 69 años. Conclusión: Los académicos de las instituciones privadas de educación superior fueron más correctos sobre los conceptos de genética y genómica, ya que incluyeron la disciplina genética en el plan de estudios, mientras que los de las instituciones públicas se destacaron en las respuestas correctas relacionadas con el cáncer de mama en las políticas de salud, debido a la mayor experiencia práctica en la pasantía curricular

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As biodiversity loss continues to accelerate, there is a critical need for education and biomonitoring across the globe. Portable technologies allow for in situ molecular biodiversity monitoring that has been historically out of reach for many researchers in habitat nations. In the realm of education, portable tools such as DNA sequencers facilitate in situ hands-on training in real-time sequencing and interpretation techniques. Here, we provide step-by-step protocols as a blueprint for a terrestrial conservation genetics field training program that uses low-cost, portable devices to conduct genomics-based training directly in biodiverse habitat countries.

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Knowledge of genetics is crucial for understanding genetic and genomic tests and for interpreting personal genomic information. Despite this relevance, no data are available about the level of knowledge of genetics in an Ecuadorian population. This investigation sought to survey such knowledge in undergraduate students affiliated with private and public institutions in Quito, the capital city of Ecuador. A total of 350 individuals responded to a validated questionnaire measuring knowledge of genetics. Scores ranged from 45% to 87% (mean: 66.8%), and students achieved slightly better results when asked about genetics and diseases (mean score: 68.3%) than when asked about genetic facts (mean score: 64.9%). Additionally, no significant differences in performance were found among students from private and public institutions. Surprisingly, the lower score obtained (45%) was from a question about how chromosomes are passed to the next generation. The highly educated status of the surveyed population could explain the overall results; nonetheless, the possibility that the correct responses were given by chance cannot be ignored. Therefore, the actual knowledge of genetics among the participants might be different than that revealed by the percentages of correct answers. Consequently, to achieve the goal of ensuring informed decision-making concerning genetic and genomic tests, it seems evident that the national education programs of Ecuador require improvement in the teaching of genetic concepts.

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En este artículo, el autor reflexiona sobre sobre el presente y el futuro de la educación médica en el contexto de las tecnologías de la información y de la convivencia de nuestro trabajo con los dispositivos de inteligencia artificial, de los nuevos contenidos de genética y neurociencias, del trabajo en equipo y de la necesaria resignifificación de los términos "cura" y "cuidado". Se pregunta además si estamos en condiciones de encarar dicho desafío y de estar a la altura de las necesidades educativas de las próximas (y la actual) generación/es de médicos. (AU)

In this article, the author reflects on the present and the future of medical education in the context of information technologies and the coexistence of our work with artificial intelligence devices, the new contents of genetics and neurosciences, about team work and the necessary resignification of the terms "cure" and "care". He also wonders if we are able to face this challenge and to deal with the educational needs of the next (and the current) generation/s of doctors. (AU)

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Recent advances in genomics and related technologies have the potential to improve health care throughout the world. In this cross-sectional study, we examine genetics education, knowledge, and genetics-related experiences among the nurses and physicians who provide primary care in a Brazilian city. Fifty-four healthcare professionals from family health units participated in the study (response rate: 90%). Data were collected using a structured 36-item questionnaire divided into five axes: sociodemographic data and academic background; genetics education; genetics knowledge; genetics-related experiences in family practice; and knowledge regarding the National Policy for Comprehensive Care in Clinical Genetics in the Unified Health System. Although most participants (85.2%) acknowledged receiving some genetic content during their undergraduate education, the majority (77.8%) advised that they did not feel prepared to deliver genomics-based health care in primary care. The results suggest that nurses and physicians often lack the knowledge to provide genomics-based health care in primary care. Therefore, continuing education in genetics/genomics should be provided to primary healthcare professionals in order to enhance family practice and compliance with national policies.

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BACKGROUND: Significant incidence, diagnostic difficulties, clinical relevance and therapeutic efficacy associated with the small number of publications on the primary esophageal motor disorders, motivated the present study. AIM: To determine the manometric prevalence of these disorders and correlate them to the endoscopic and clinical findings. METHODS: A retrospective study of 2614 patients, being 1529 (58.49%) women and 1085 (41.51%) men. From 299 manometric examinations diagnosed with primary esophageal motor disorder, were sought-clinical data (heartburn, regurgitation, dysphagia, odynophagia, non-cardiac chest pain, pharyngeal globe and extra-esophageal symptoms) and/or endoscopic (hiatal hernia, erosive esophagitis, food waste) that motivated the performance of manometry. RESULTS: Were found 49 cases of achalasia, 73 diffuse spasm, 89 nutcracker esophagus, 82 ineffective esophageal motility, and six lower esophageal sphincter hypertension. In relation to the correlations, it was observed that in 119 patients clinical conditions were associated with dysphagia, found in achalasia more than in other conditions; in relationship between endoscopic findings and clinical conditions there was no statistical significance between data. CONCLUSION: The clinical and endoscopic findings have little value in the characterization of the primary motor disorders of the esophagus, showing even more the need for manometry, particularly in the preoperative period of gastroesophageal reflux disease. .

RACIONAL: A incidência significante, a dificuldade diagnóstica, a relevância clínica e a eficácia terapêutica associada ao pequeno número de publicações sobre os distúrbios motores primários do esôfago, motivou a realização do presente estudo. OBJETIVO: Verificar a prevalência desses distúrbios em manometrias e relacioná-las aos achados endoscópicos e clínicos. MÉTODOS: Estudo retrospectivo de 2614 pacientes sendo 1529 (58,49%) do gênero feminino e 1085 (41,51%) do masculino. A partir de 299 exames manométricos com diagnóstico de distúrbio motor esofagiano primário, procuraram-se os dados clínicos (pirose, regurgitação, disfagia, odinofagia, dor torácica não cardíaca, globo faríngeo e sintomas extra-esofageanos) e/ou endoscópicos (hérnia de hiato, esofagite erosiva, resíduos alimentares) que motivaram a realização da manometria. RESULTADOS: Foram encontrados 49 casos de acalásia, 73 de espasmo difuso, 89 de esôfago em quebra-nozes, 82 de motilidade esofagiana ineficaz, e seis de esfíncter esofagiano inferior hipertensivo. Em relação às correlações, observou-se em 119 pacientes analisados que, na clínica associada às afecções, a disfagia foi mais encontrada na acalásia do que nas outras afecções; na relação entre os achados endoscópicos e as afecções não houve relevância estatística entre os dados. CONCLUSÃO: Os achados clínicos e endoscópicos têm pequeno valor na caracterização das doenças motoras primárias do esôfago, evidenciando ainda mais a necessidade da manometria, particularmente no pré-operatório da doença do refluxo gastroesofágico. .

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With the high occurrence of genetic anomalies in Brazil and the manifestations of communication disorders associated with these conditions, the development of educative actions that comprise these illnesses can bring unique benefits in the identification and appropriate treatment of these clinical pictures. Objective The aim of this study was to develop and analyze an educational program in genetic syndromes for elementary students applied in two Brazilian states, using an Interactive Tele-education model. Material and Methods The study was carried out in 4 schools: two in the state of São Paulo, Southeast Region, Brazil, and two in the state of Amazonas, North Region, Brazil. Forty-five students, both genders, aged between 13 and 14 years, of the 9th grade of the basic education of both public and private system, were divided into two groups: 21 of São Paulo Group (SPG) and 24 of Amazonas Group (AMG). The educational program lasted about 3 months and was divided into two stages including both classroom and distance activities on genetic syndromes. The classroom activity was carried out separately in each school, with expository lessons, graphs and audiovisual contents. In the activity at a distance the educational content was presented to students by means of the Interactive Tele-education model. In this stage, the students had access a Cybertutor, using the Young Doctor Project methodology. In order to measure the effectiveness of the educational program, the Problem Situation Questionnaire (PSQ) and the Web Site Motivational Analysis Checklist adapted (FPM) were used. Results The program developed was effective for knowledge acquisition in 80% of the groups. FPM showed a high satisfaction index from the participants in relation to the Interactive Tele-education, evaluating the program as "awesome course". No statistically significant differences between the groups regarding type of school or state were observed. ...

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With the high occurrence of genetic anomalies in Brazil and the manifestations of communication disorders associated with these conditions, the development of educative actions that comprise these illnesses can bring unique benefits in the identification and appropriate treatment of these clinical pictures. Objective The aim of this study was to develop and analyze an educational program in genetic syndromes for elementary students applied in two Brazilian states, using an Interactive Tele-education model. Material and Methods The study was carried out in 4 schools: two in the state of São Paulo, Southeast Region, Brazil, and two in the state of Amazonas, North Region, Brazil. Forty-five students, both genders, aged between 13 and 14 years, of the 9th grade of the basic education of both public and private system, were divided into two groups: 21 of São Paulo Group (SPG) and 24 of Amazonas Group (AMG). The educational program lasted about 3 months and was divided into two stages including both classroom and distance activities on genetic syndromes. The classroom activity was carried out separately in each school, with expository lessons, graphs and audiovisual contents. In the activity at a distance the educational content was presented to students by means of the Interactive Tele-education model. In this stage, the students had access a Cybertutor, using the Young Doctor Project methodology. In order to measure the effectiveness of the educational program, the Problem Situation Questionnaire (PSQ) and the Web Site Motivational Analysis Checklist adapted (FPM) were used. Results The program developed was effective for knowledge acquisition in 80% of the groups. FPM showed a high satisfaction index from the participants in relation to the Interactive Tele-education, evaluating the program as "awesome course". No statistically significant differences between the groups regarding type of school or state were observed. Conclusion Thus, the Tele-Education Program can be used as a tool for educational purposes in genetic syndromes of other populations, in several regions of Brazil.

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Uma abordagem sobre a utilização de suínos como modelos experimentais em diferentes áreas de pesquisa biomédica será apresentada, com ênfase em genética, modelos para xenotransplantes e alotransplantes, comportamento, instalações, condições de ambiente, manejo, contenção, dieta, estado sanitário, dados fisiológicos, anestesia, cuidados pós-operatórios, coleta de amostras, vias de acesso e administração de medicamento.(AU)

As approach of pigs as experimental models in different areas of biomedical research is presented, with emphasis on genetic models for xenotransplantation and allotransplantation, behavior, facilities, environmental conditions, handling, restraint, diet, health status, physiological data, anesthesia, post-operative care, sampling, access routes and drug delivery.(AU)

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Uma abordagem sobre a utilização de suínos como modelos experimentais em diferentes áreas de pesquisa biomédica será apresentada, com ênfase em genética, modelos para xenotransplantes e alotransplantes, comportamento, instalações, condições de ambiente, manejo, contenção, dieta, estado sanitário, dados fisiológicos, anestesia, cuidados pós-operatórios, coleta de amostras, vias de acesso e administração de medicamento.

As approach of pigs as experimental models in different areas of biomedical research is presented, with emphasis on genetic models for xenotransplantation and allotransplantation, behavior, facilities, environmental conditions, handling, restraint, diet, health status, physiological data, anesthesia, post-operative care, sampling, access routes and drug delivery.

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Representando um dos principais colaboradores do desenvolvimento da ciência em animais de laboratório no Brasil, o Prof. Jean Louis Guénet teve um breve relato de sua trajetória profissional neste artigo. Médico Veterinário, com inúmeros cursos de especialização, iniciou suas atividades no Instituto Pasteur de Paris em 1970, sendo promovido posteriormente a Cientista Pesquisador, Chefe da Mammalian Genetics Unitee, Diretor Associado do Instituto Pasteur. Membro da French Veterinary Academy, Argentinean Academy of Medicine, French Advisor Committee for Animal Welfare and Protection, integra o conselho consultivo de várias revistas científicas internacionais e de instituições de ensino. Em suas linhas de pesquisa destacam-se os estudos de polimorfismo genético e a grande coleção de camundongos mutantes que foram surgindo ao longo de anos de observação e que serviram como base para pesquisas de mutações (doenças) humanas. Aposentou-se em 2005, mas diretamente do Département de Biologie du Développement, do Instituto Pasteur, o Prof. Guénet continua colaborando com pesquisadores brasileiros e estudantes, tanto na orientação de projetos de pesquisa quanto como consultor de Instituições para produção e controle de qualidade dos animais de laboratório.(AU)

Representing a leading contributor to the development of science in laboratory animals in Brazil, Prof Jean Louis Guénet had a brief account of his professional career in this article. Veterinarian, with numerous specialized courses, began operations at the Pasteur Institute in Paris in 1970, later being promoted to Research Scientist, Head of Mammalian Genetics Unitee, Associate Director of the Pasteur Institute. Member of the French Veterinary Academy, Argentinean Academy of Medicine, French Adviser Committee for Animal Welfare and Protection, part of the advisory board of several international journals and educational institutions. In their research lines stand out studies of genetic polymorphism and large collection of mutant mice that have been developed over years of observation and which served as the basis for studies of mutations (disease) human. He retired in 2005, but directly from the Département de Biologie du Développement, Institut Pasteur, Prof Guénet continues to collaborate with Brazilian rmsearchers and students, both in the orientation of research projects and as a consultant to institutions for production and quality control of laboratory animals.(AU)

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Representando um dos principais colaboradores do desenvolvimento da ciência em animais de laboratório no Brasil, o Prof. Jean Louis Guénet teve um breve relato de sua trajetória profissional neste artigo. Médico Veterinário, com inúmeros cursos de especialização, iniciou suas atividades no Instituto Pasteur de Paris em 1970, sendo promovido posteriormente a Cientista Pesquisador, Chefe da Mammalian Genetics Unitee, Diretor Associado do Instituto Pasteur. Membro da French Veterinary Academy, Argentinean Academy of Medicine, French Advisor Committee for Animal Welfare and Protection, integra o conselho consultivo de várias revistas científicas internacionais e de instituições de ensino. Em suas linhas de pesquisa destacam-se os estudos de polimorfismo genético e a grande coleção de camundongos mutantes que foram surgindo ao longo de anos de observação e que serviram como base para pesquisas de mutações (doenças) humanas. Aposentou-se em 2005, mas diretamente do Département de Biologie du Développement, do Instituto Pasteur, o Prof. Guénet continua colaborando com pesquisadores brasileiros e estudantes, tanto na orientação de projetos de pesquisa quanto como consultor de Instituições para produção e controle de qualidade dos animais de laboratório.

Representing a leading contributor to the development of science in laboratory animals in Brazil, Prof Jean Louis Guénet had a brief account of his professional career in this article. Veterinarian, with numerous specialized courses, began operations at the Pasteur Institute in Paris in 1970, later being promoted to Research Scientist, Head of Mammalian Genetics Unitee, Associate Director of the Pasteur Institute. Member of the French Veterinary Academy, Argentinean Academy of Medicine, French Adviser Committee for Animal Welfare and Protection, part of the advisory board of several international journals and educational institutions. In their research lines stand out studies of genetic polymorphism and large collection of mutant mice that have been developed over years of observation and which served as the basis for studies of mutations (disease) human. He retired in 2005, but directly from the Département de Biologie du Développement, Institut Pasteur, Prof Guénet continues to collaborate with Brazilian rmsearchers and students, both in the orientation of research projects and as a consultant to institutions for production and quality control of laboratory animals.

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Today, more minority students are entering undergraduate programs than ever before, but they earn only 6% of all science or engineering PhDs awarded in the United States. Many studies suggest that hands-on research activities enhance students' interest in pursuing a research career. In this paper, we present a model for the implementation of laboratory research in the undergraduate teaching laboratory using a culturally relevant approach to engage students. Laboratory modules were implemented in upper-division genetics and cell biology courses using cassava as the central theme. Students were asked to bring cassava samples from their respective towns, which allowed them to compare their field-collected samples against known lineages from agricultural stations at the end of the implementation. Assessment of content and learning perceptions revealed that our novel approach allowed students to learn while engaged in characterizing Puerto Rican cassava. In two semesters, based on the percentage of students who answered correctly in the premodule assessment for content knowledge, there was an overall improvement of 66% and 55% at the end in the genetics course and 24% and 15% in the cell biology course. Our proposed pedagogical model enhances students' professional competitiveness by providing students with valuable research skills as they work on a problem to which they can relate.

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O objetivo deste trabalho foi estudar o conhecimento, as crenças e opiniões sobre Genética em um grupo de médicos residentes. Foi utilizada a técnica de grupos focais com 12 residentes de Pediatria em seu primeiro mês de curso, divididos em quatro grupos. Para a análise do material, foi escolhida a técnica da leitura isotópica. Os participantes demonstraram pouco interesse pelo assunto, mas tinham um grau razoável de conhecimento. Este conhecimento, entretanto, era pouco vinculado à prática clínica, sugerindo a necessidade de reformulação da formação médica. Os grupos mostraram consciência da alta prevalência e da grande morbidade das doenças genéticas, sinalizando que a nova geração de médicos pode ser mais sensível à questão da inserção da Genética na saúde pública. O Brasil está passando por um momento de transição epidemiológica, com o aumento proporcional das doenças de etiologia genética como causas de morbi-mortalidade, tornando necessária a inclusão dessas condições no planejamento para a gestão da saúde pública.

This article focuses on knowledge, beliefs, and opinions related to genetics among a group of medical residents. Twelve residents in pediatrics, divided into four focus groups, were interviewed during their first month of residency. The material was analyzed using the isotopic reading technique. Participants showed little interest in the topic, despite having a reasonably good level of knowledge, which bore little relationship to their clinical practice, suggesting the need to reformulate medical education. The groups were aware of the high prevalence and morbidity of genetic disorders, thus signaling that the new generation of physicians may be more sensitive to the need to include medical genetics in public health. Brazil is currently experiencing an epidemiological transition, with a proportional increase in genetic disorders as a cause of morbidity and mortality, thus requiring such inclusion in public health planning.

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The development of veterinary education in Cuba has closely mirrored the political changes the nation has undergone. Veterinary studies in Cuba began in 1907, with an emphasis on clinical (individual-animal) medicine. Over time, the professional curriculum has evolved to meet the needs of the nation. Preventive medicine topics were added to the curriculum in 1959. Food-animal production was taught by a separate college until 1990. In 1991, these topics were incorporated into the professional veterinary medical curriculum, and they continue to be an area of emphasis. All veterinary colleges in Cuba follow a centrally organized, student-centered curriculum. A substantial portion of instruction is delivered at educational units, housed on livestock operations, where students participate in extensive field experiences while receiving didactic instruction. The amount of instructional time devoted to hands-on activities increases as students progress through the five-year curriculum.

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1. Objetivo: Caracterizar los modelos argumentativos que utilizan estudiantes de biología en la solución de problemas de genética, desde las categorías modelo conceptual, estructura argumentativa y comportamiento discursivo. 2. Materiales y Métodos. Realizamos un estudio cualitativo, con metodología de tipo descriptiva, en el que analizamos las respuestas escritas y orales de 4 estudiantes. Como instrumentos para la recolección de la información diseñamos 7 problemas en cuya solución estaban implicados los modelos de herencia de Lamarck y de Mendel. Para el análisis de la información aplicamos los procedimientos del análisis de discurso y el análisis de contenido a los textos escritos y orales. 3. Resultados. En el momento de resolver problemas, las estudiantes con las que realizamos el estudio emplearon estructuras argumentativas restringidas, un comportamiento discursivo que se caracteriza por el uso frecuente de conectores de posibilidad y deícticos, y el uso de modelos de herencia que han precedido al modelo molecular. Los modelos argumentativos caracterizados se constituyen en la base para intervenciones didácticas en el campo de la Enseñanza de la Genética.

1. Objetivo: Caracterizar os modelos argumentativos utilizados pelos estudantes de biologia na solução de problemas de genética, desde as categorias do modelo conceitual, estrutura argumentativa e comportamento discursivo. 2. Materiais e Métodos: É um estudo qualitativo, com metodologia descritiva, onde se analisa as respostas orais e escritas de quatro (4) estudantes. Como instrumentos para a coleta de dados, sete (7) problemas foram desenhados, em cuja solução estavam implicados os modelos da hereditariedade de Lamarck e Mendel. Para a análise dos dados aplicaram-se os procedimentos da analise de discurso e a analise de conteúdo aos textos escritos e orais. 3. Resultados. No momento de resolver os problemas, as estudantes que participaram no estudo empregaram estruturas argumentativas restringidas, um comportamento discursivo caracterizado pelo uso freqüente de ligadores de possibilidade e deícticos, como também pelo uso dos modelos da hereditariedade que precederam o modelo molecular. Os modelos argumentativos caracterizados constituem-se na base para intervenções didáticas no campo do Ensinamento da Genética.

1. Goal. To characterize argumentative models through biology students in the solution of genetics problems, from the conceptual model, argumentative structure and discursive behavior categories. 2. Materials and Methods. A qualitative study with a descriptive-type methodology was conducted, where the written and oral responses of four (4) students were analyzed. To gather the corresponding information, seven (7) problems were designed, where Lamarck and Mendel's heritage models were implied. To analyze the information, discourse and content analysis procedures were applied to the oral and written texts. 3. Results. At the moment of solving the problems, the students participating in the study used restricted argumentative structures, a discursive behavior characterized by the frequent use of possibility connectors and deictics, as well as the heritage models that have preceded the molecular model. The argumentative models characterized become the basis for didactic interventions in the field of Genetics Teaching.

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