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Objetivou-se investigar ex vivo o diâmetro anatômico e conicidade do canal mesiopalatino de primeiros molares superiores. Para tanto, trinta e três primeiros molares superiores humanos foram acessados, explorados para confirmação da existência do canal mesiopalatino, identificados, suas raízes mesiovestibulares seccionadas transversalmente em três níveis e, então, os fragmentos foram fotografados com microscópio digital, que permitiu a realização das determinações dos diâmetros anatômicos deste canal em cada amostra. Os resultados foram calculados em função dos valores médios e de desvio padrão dos diâmetros em cada nível, obtendo-se respectivamente 0,20 mm e ±0,09 mm (nível cervical), 0,20 mm e ±0,08 mm (nível médio) e 0,17 mm e ±0,06 mm (nível apical). Nas condições deste estudo, de acordo com caráter atrésico e baixa conicidade do conduto mesiopalatino, sugere-se a necessidade de uso de instrumentos de diâmetro de ponta mínimo de 0,25 mm e conicidade 0,03 para o seu preparo.

The aim was to investigate ex vivo the anatomical diameter and taper of the mesiopalatine canal of maxillary first molars. To this end, thirty-three human maxillary first molars were accessed, explored to confirm the existence of the mesiopalatine canal, identified, their mesiobuccal roots transversely sectioned at three levels and then the fragments were photographed using a digital microscope, which allowed the anatomical diameters of this canal to be determined in each sample. The results were calculated according to the mean and standard deviation values of the diameters at each level, obtaining 0.20 mm and ±0.09 mm (cervical level), 0.20 mm and ±0.08 mm (middle level) and 0.17 mm and ±0.06 mm (apical level) respectively. Under the conditions of this study, given the atresic nature and low taper of the mesiopalatine canal, it is suggested that instruments with a minimum tip diameter of 0.25 mm and a taper of 0.03 should be used for its preparation.

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El estudio de la anatomía humana como asignatura básica tiene el desafío de promover el desarrollo de competencias genéricas en los estudiantes. Tal es el caso del trabajo colaborativo, trascendental en el trabajo en salud. Así, aparece aula invertida cuyo esquema desarrolla actividades de trabajo en equipo. Por ello, el objetivo de este trabajo es analizar el impacto de aula invertida sobre el trabajo colaborativo en la enseñanza de la anatomía. Estudio cuantitativo, transversal, no experimental que involucró la implementación de aula invertida en un curso de Terapia Ocupacional de 2023. A partir de 5 sesiones planificadas se desarrollaron trabajos en 6 grupos; incluyeron síntesis de contenido y casos clínicos. Al cerrar el semestre se determinó un promedio de calificaciones (PC), junto a una autoevaluación (AE) y coevaluación (CE) que midió trabajo colaborativo mediante 3 subcompetencias (SC1-SC3) (escala 1,0 a 7,0). Se aplicaron pruebas estadísticas para determinar diferencias entre de SC1-SC3 según AE y CE, por grupos y si existe relación con PC. La prueba de U de Mann Whitney no arrojó diferencias entre AE y CE. La prueba de Friedman no evidenció diferencias entre SC1-SC3. La prueba H de Kruskal-Wallis halló diferencias de las subcompetencias según grupos; SC1 podrían influir en el PC, SC2 registra diferencias en el grupo G1 y G5, y "gestión de conflictos" (SC3) no difiere de forma destacada entre los grupos. La correlación de Spearman presenta una asociación positiva débil entre las subcompetencias y PC, aunque el valor-p no fue significativo. Es sumamente necesario potenciar el trabajo colaborativo en el inicio del pregrado. Anatomía humana, en este contexto, tiene la oportunidad de promover su desarrollo. Ello puede generarse en el marco de aula invertida, cuyo esquema promueve actividades de trabajo colaborativo, y como es sabido, en el rendimiento académico.

SUMMARY: As a basic subject, the study of human anatomy challenges the development of generic skills in students. Such is the case of collaborative work which is transcendental in the areas of healthcare work. Consequently, an inverted classroom is developed wherein teamwork activities are developed. The objective of this work is to analyze the impact of the flipped classroom on collaborative work in teaching anatomy. A quantitative, cross-sectional, non-experimental study that involved the implementation of a flipped classroom in an Occupational Therapy course in 2023 was applied. From 5 planned sessions, work was developed in 6 groups; they included content synthesis and clinical cases. At the end of the semester, a grade average (GA) was determined, along with a self-assessment (SA) and co-assessment (CA) measuring collaborative work through 3 sub competences (SC1-SC3) (scale 1.0 to 7.0). Statistical tests were applied to determine differences between SC1-SC3 according to SA and CA, by groups and if there is a relationship with GA. The Mann Whitney U test did not show differences between SA and CA. The Friedman test did not show differences between SC1-SC3. The Kruskal-Wallis H test found differences in sub competences according to groups; SC1 could influence GA, SC2 records differences in group G1 and G5, and "conflict management" (SC3) does not differ significantly between the groups. The Spearman correlation presented a weak positive association between the sub competences and GA, although the p-value was not significant. It is extremely necessary to promote collaborative work at the beginning of the undergraduate degree. In this context, human anatomy is an opportunity to promote its development. This can be generated within the framework of the inverted classroom promoting collaborative work activities, and academic performance as well.

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El propósito de esta investigación fue comprender las dificultades y necesidades para el aprendizaje de las ideas principales de la Anatomía Macroscópica Humana AMH. Se investigó un grupo de 90 estudiantes de segundo semestre del programa académico de Medicina y Cirugía de una Universidad pública, quienes se encontraban cursando la asignatura de Anatomía Macroscópica Humana I, para ello se tuvo en cuenta el modelo del conocimiento pedagógico del contenido PCK que incluye el conocimiento de los estudiantes, de su comprensión de la AMH, se realizó una observación participante de las clases teóricas y prácticas durante 16 semanas, llevando a cabo los registros de la observación en diario de campo y se obtuvo material audiovisual. Posteriormente se elaboró un índice analítico, se transcribió la información, todos los documentos fueron analizados por medio del software para análisis ATLAS.ti. Se encontraron aspectos de la enseñanza que dificultan el aprendizaje, como son la metodología de enseñanza, la gran cantidad de contenido abordado en la asignatura, la dificultad en la comprensión de las descripciones y complejidad de la ubicación espacial de las piezas anatómicas, la dificultad para encontrar una metodología de estudio apropiada y la falta de concentración durante las clases. El comprender la complejidad del proceso de aprendizaje puede favorecer la planeación y desarrollo de la enseñanza y la evaluación.

SUMMARY: The purpose of this research was to understand the difficulties and needs for learning the main ideas of Human Macroscopic Anatomy AMH. A group of 90 students from the second semester of the academic program of Medicine and Surgery of a public University were investigated, who were studying the subject of Human Macroscopic Anatomy I, for this the model of pedagogical knowledge of the PCK content that includes the knowledge of the students, their understanding of the AMH, a participant observation of the theoretical and practical classes was carried out for 16 weeks, keeping records of the observation in a field diary, and audiovisual material was obtained. Subsequently, an analytical index was prepared, the information was transcribed, all documents were analyzed using the ATLAS.ti analysis software. Aspects of teaching that hinder learning were found, such as the teaching methodology, the great amount of content addressed in the subject, the difficulty in understanding the descriptions and complexity of the spatial location of the anatomical pieces, the difficulty in finding an appropriate study methodology and the lack of concentration during classes. Understanding the complexity of the learning process can favor the planning and development of teaching and assessment.

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De humani corporis fabrica libri septem es un libro del médico y anatomista renacentista flamenco Andreas Vesalius (1514-1564), quien fue profesor de Anatomía en la Universidad de Padua y médico de la corte del emperador Carlos V. En ella se puede apreciar por primera vez a detalle, (en un compendio de siete libros), una lección académica docta de anatomía del cuerpo humano, basada en disecciones directas del cadáver, hecha y documentada por un joven profesor (Vesalio con 28 años), a sus alumnos de Medicina. Esta obra fue impresa en latín ciceroniano y publicada en Basilea en 1543 en el taller del humanista, lingüista e impresor Johannes Oporinus (1507-1568), e ilustrada probablemente, por artistas del taller de Ticiano como Jan Stephan van Calcar (1499-1546). Considerada hoy como una joya literaria, científica y artística, la fabrica de Vesalio de 1543, fue un hito en la Historia de la Medicina y es considerada como la obra fundacional de los atlas de anatomía modernos y el sustento del método de enseñanza de la disciplina en la carrera de Medicina en todo el mundo. Este volumen original mexicano, considerado hoy patrimonio de la humanidad por la UNESCO y primero de su tipo en América desde el siglo XVI, se encuentra en México como parte del acervo de libros raros y antiguos de la Biblioteca Palafoxiana en la ciudad de Puebla. En este artículo se describen y documentan por primera vez a detalle desde su fuente original, sus características.

SUMMARY: De humani corporis fabrica libri septem is a book written by the Flemish Renaissance physician and anatomist Andreas Vesalius (1514-1564), who was a professor of anatomy at the University of Padua and physician to the court of Emperor Charles V. It is in this book that for the very first time in detail, a learned academic lesson on the anatomy of the human body can be observed, in a compendium of seven books, based on direct dissections of the corpse, created and documented by a young professor (Vesalius at the age of 28) for his Medicine students. This work was printed in ciceronian latin and published in Basel in 1543 in the workshop of the humanist, linguist, and printer Johannes Oporinus (1507-1568), and illustrated by artists from the Titian workshop such as Jan Stephan van Calcar (1499-1546). Nowadays considered a literary, scientific and artistic jewel, Vesalius´fabrica of 1543 was a milestone in the history of medicine and is considered the foundation work of modern anatomy atlases, and basis for the teaching method of the discipline in medical careers worldwide. This original Mexican volume, is now considered part of UNESCO World Heritage and is the first book of its kind in America since the 16th century. It is part of the old and rare book collection of the Palafoxiana Library in the city of Puebla in Mexico. In this article, its characteristics are described and for the first time, documented in detail from its original source.

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SUMMARY: Human Anatomy is the first medical specialization course for students of clinical medicine and cultivates the virtues of medical students, helping them to establish the humanitarian values. Therefore, integrating humanistic values education into the course of human anatomy is crucial. In anatomy courses for clinical students, online previews, group-based clinical problem- based learning, and theoretical lectures are used in anatomical education which is integrated with extracurricular activities for the education of human values, such as classical medical stories, group-based humanistic value cultivation, a memorial ceremony for "silent mentors", the morphological drawing and basic experimental skills competitions, and public welfare activities. After a year of implementation and investigation analysis, it was shown that students had a higher willingness to participate in the curriculum activities in this blended learning system, and these activities could stimulate students' interest in learning, which is beneficial to the cultivation of professional and humanistic values.

Anatomía Humana es el primer curso de especialización médica para estudiantes de medicina clínica y cultiva las virtudes de los estudiantes de medicina, ayudándolos a establecer los valores humanitarios. Por lo tanto, es crucial integrar la educación en valores humanísticos en el curso de anatomía humana. En los cursos de anatomía para estudiantes clínicos se utilizan avances en línea, aprendizaje grupal basado en problemas clínicos y conferencias teóricas en la educación anatómica que se integra con actividades extracurriculares para la educación de los valores humanos, como historias médicas clásicas, humanísticas grupales, cultivo de valores, una ceremonia en memoria de los "mentores silenciosos", concursos de dibujo morfológico y habilidades experimentales básicas, y actividades de bienestar público. Después de un año de implementación y análisis de investigación, se demostró que los estudiantes tenían una mayor disposición a participar en las actividades curriculares en este sistema de aprendizaje combinado, y estas actividades podrían estimular el interés de los estudiantes en el aprendizaje, lo que es beneficioso para el cultivo de habilidades profesionales y valores humanistas.

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The use of exotic grasses of African origin for pastures in Brazil has been a major advancement in livestock production, but little is known about the responses of these grasses to nitrogen fertilizers associated with shading. In this study, the morphogenetic, structural, and leaf anatomical characteristics of Megathyrsus maximus cultivars' Tamani and Quênia were investigated as a function of N dose and shade. Morphogenetic and structural characteristics and leaf anatomy were studied under three shading levels (0, 30, and 50 %) and four N doses (0, 100, 200, and 300 kg N ha-1) to simulate growth in a silvopastoral system. When comparing the cultivars, Quênia was more efficient in terms of phyllochron up to fertilization with 100 kg N ha-1. The leaf senescence rate of Tamani was higher than that of Quênia at the 30 and 50 % shade levels. The total area (TA) occupied by leaf tissues decreased in Quênia as a function of the increase in N fertilization, whereas the TA of Tamani did not change. The thickness of the adaxial epidermis was greater in Quênia (0.68 µm) than in Tamani (0.50 µm) when not fertilized. The area occupied by the mesophyll was greater in both cultivars when they received fertilization equivalent to 300 kg N ha-1. Quênia grass has a smaller phyllochron than Tamani grass, due to the rapid reconstruction of its photosynthetic apparatus, especially when it receives higher levels of nitrogen fertilization. However, Tamani grass has a greater distribution of plant tissues. The mesophyll area is larger in Tamani grass due to the greater presence of chloroplasts, which facilitates digestion by animals. The Tamani modified the leaf anatomical tissues more significantly in relation to shading, whereas the Quênia modified them in relation to N fertilization, which reinforces the suggestion of a more appropriate use of Tamani in silvopastoral systems.

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The temporomandibular joint (TMJ) ligaments play crucial roles in its function or dysfunction. The objective of this study was to describe the macro and microscopic morphology of these ligaments in domestic pigs, aiming to: (1) expand knowledge about the species; (2) provide anatomical references for advancing veterinary therapy and utilizing pigs as animal models in craniofacial research. Heads of young Sus scrofa domesticus were dissected to identify TMJ ligaments. Fragments of these ligaments were collected and processed for subsequent histological analysis with Haematoxylin and eosin staining. The results were qualitatively described. Pigs exhibited a TMJ reinforced by three individualized capsular ligaments: a lateral ligament, attaching to the ventral margin of the zygomatic process of the temporal bone and the lateral margin of the mandibular neck; a caudomedial ligament, attaching to the retroarticular process of the squamous part of the temporal bone and the caudomedial margin of the mandibular neck and a caudolateral ligament, attaching to the ventral margin of the base of the zygomatic process of the temporal bone and the caudal margin of the mandibular neck. The lateral ligament exhibited a greater constitution of dense irregular connective tissue, while the caudomedial and caudolateral ligaments showed a greater constitution of dense regular connective tissue. It is concluded that the TMJ of pigs presents one more ligament than horses, cattle, dogs, cats and what has been described for pigs themselves. We believe these results may contribute to the improvement of veterinary clinical and surgical therapy overall, as well as provide essential morphological information for a better interpretation and application of interspecies results in craniofacial research using pigs as an experimental model, as in the case of humans.

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PURPOSE: With limited means, resource-deprived countries must find ways to organize education to meet standards. Few reports exist about anatomical education in LLMICs. This study explores how anatomy teaching is sustained in countries with few resources and which affordable educational strategies are applied to uphold quality. METHODS: A mixed-methods study with anatomy teachers from public medical schools in low or lower-middle income countries (LLMICs) in Africa, Asia, Europe, and Latin-American was performed through survey via email combined with semi-structured online interview with teachers, exploring survey results at a deeper level. RESULTS: LLMICs available to be surveyed, 13 and 8 were found to respond to a written survey and oral interview invitation, face significant teaching challenges, primarily due to lack of funds. These are faculty shortages (low salaries and high student-to-teacher ratio) and inadequate infrastructure (internet, electricity, poor classroom conditions). Solutions were associated with didactic strategies (social media, e-learning, image-based learning, applied anatomy), expanding teaching capacity with less qualified and part-time faculty, student-organized education, and self-financing (teaching resources subsidized by teachers and students). Which was triking was teacher commitment despite difficult circumstances. Teachers propose better faculty management, increased anatomy staff recruitment, and collaboration with other institutions. CONCLUSIONS: Anatomical education in LLMIC is forced to adapt to the socio-economic context, rather than to trends in medical education worldwide. These adaptations are supported mainly by the teachers 'commitment.'

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The use of grimace scales enables the clinical identification of changes in the facial expressions of animals caused by pain. The Horse Grimace Scale (HGS) is one such tool, comprising a pain coding system based on facial expressions and assessing six Facial Action Units (FAUs). Each FAU is accompanied by descriptions and anatomical details to assist the evaluator. However, the morphological descriptions for certain FAUs in the HGS are not sufficiently detailed, potentially hindering accurate interpretation. This study is an analytical investigation aimed at enhancing the morphoanatomical details in the HGS and providing raters with more comprehensive materials for pain evaluation in horses using this scale. To achieve this, detailed anatomical analyses were conducted using established references in veterinary anatomy. Initially, we propose substituting the term 'ear' with 'auricle' or 'pinna' and replacing 'area above the eye' with 'supraorbital region' for anatomical accuracy. Additionally, we introduce detailed morphoanatomical descriptions that identify specific landmarks, with the goal of ensuring more consistent application of the HGS and reducing interpretation variability. Furthermore, this study provides an explanation of the muscles involved in the investigated FAUs. These adjustments on the descriptions and evaluations remain unverified, however it is anticipated that the descriptive enhancements lead us to understand that higher interobserver reliability can be achieved for each of the FAUs.

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The Brazilian Atlantic Forest, renowned for its exceptional species richness and high endemism, acts as a vital reservoir of terrestrial biodiversity, often referred to as a biodiversity hotspot. Consequently, there is an urgent need to restore this forest to safeguard certain species and to unravel the ecophysiological adaptations of others. This study aims to integrate some physiological parameters, including gas exchange and chlorophyll a fluorescence, with anatomical and metabolic techniques to elucidate how five different native species (Paubrasilia echinata, Chorisia glaziovii, Clusia nemorosa, Licania tomentosa, and Schinus terebinthifolius), each occupying distinct ecological niches, respond to seasonal variations in rainfall and their consequences. Our investigation has revealed that C. nemorosa and P. echinata exhibit robust mechanisms to mitigate the adverse effects of drought. In contrast, others demonstrate greater adaptability (e.g., S. terebinthifolia and C. glaziovii). In this context, exploring metabolic pathways has proven invaluable in comprehending the physiological strategies and their significance in species acclimatization. This study provides a comprehensive overview of the impact of water restrictions and their consequential effects on various species, defining the strategies each species uses to mitigate water privation during the dry season.