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1.
Int. j. morphol ; 41(3): 863-872, jun. 2023. tab, graf
Article in Spanish | LILACS | ID: biblio-1514306

ABSTRACT

Debido a la pandemia y las restricciones en cuanto a la presencialidad, diferentes metodologías de aprendizaje debieron ser exploradas e implementadas para virtualizar los contenidos en la asignatura de Anatomía. El objetivo de este trabajo fue evaluar la percepción de los docentes y alumnos con respecto a las metodologías utilizadas en la virtualización de dicha asignatura. Estudio observacional- descriptivo, con enfoque cuantitativo. La población de estudio correspondió a una muestra por conveniencia constituida por 57 alumnos y 4 docentes pertenecientes a la asignatura de Anatomía Humana Normal y Embriología de la carrera de Odontología, Universidad Andrés Bello, sede Viña del Mar, dictada el año 2021. Dichos participantes contestaron un cuestionario validado que contemplaba preguntas cerradas con escala de Likert de 5 niveles, considerando las dimensiones de aprendizaje, motivación y rendimiento, y preguntas de calificación para conocer la percepción sobre las estrategias y recursos utilizados. Los alumnos perciben positivamente todos los recursos digitales, destacando el Manual de Anatomía Humana Normal, siendo el aprendizaje, la dimensión mejor evaluada. La estrategia activa mejor percibida en cuanto a las 3 dimensiones corresponde a método de casos. Por el contrario, las clases invertidas fueron percibidas negativamente en todas las dimensiones. En relación a los docentes, el recurso digital mejor percibido fue videos y cápsulas, destacando la dimensión motivación. Las estrategias activas mejor evaluadas fueron método de casos y clases invertidas. Pese a haber una percepción positiva con respecto a la virtualización, no hay concordancia entre las estrategias activas y recursos digitales mejor evaluados entre docentes y alumnos.


SUMMARY: As a result of the pandemic and the restrictions regarding in person attendance, different learning methodologies had to be explored and implemented to virtualize the contents in the Anatomy subject. The objective of this study was to evaluate the perception of teachers and students regarding the methodologies used in the virtualization of this subject. An observational-descriptive study with a quantitative approach was carried out. The study population was a convenience sample made up of 57 students and 4 teachers of the Normal Human Anatomy and Embryology subject of the Dentistry degree, Universidad Andrés Bello, Viña del Mar campus during 2021. These participants answered a validated questionnaire that included closed questions with a 5-level Likert scale, considering learning dimensions, motivation and performance, and qualifying questions to find out the perception of the strategies and resources used. Students positively perceive all digital resources, highlighting the Normal Human Anatomy Manual, with learning being the best evaluated dimension. The best perceived active strategy in terms of the 3 dimensions corresponds to the case method. In contrast, the inverted classes were perceived negatively in all dimensions. In relation to teachers, the best perceived digital resource was videos and capsules, highlighting the motivation dimension. The best evaluated active strategies were the case method and inverted classes. Despite having a positive perception regarding virtualization, there is no agreement between the best evaluated active strategies and digital resources among teachers and students.


Subject(s)
Humans , Students, Dental/psychology , Education, Distance , Faculty, Dental/psychology , Anatomy/education , Perception , Embryology/education , Surveys and Questionnaires , Dentistry , Educational Measurement
2.
Rev. Ciênc. Méd. Biol. (Impr.) ; 21(2): 267-273, out.2022. fig, ilus
Article in Portuguese | LILACS | ID: biblio-1400234

ABSTRACT

Introdução: tecnologias digitais como as gamificações vem modernizando e inovando o processo de aprendizagem. Objetivo:agrupar, por meio de uma revisão de literatura, evidências científicas acerca da aplicabilidade do Kahoot© como estratégia de aprendizagem na disciplina de Ciências Morfofuncionais. Metodologia: os termos "anatomy", "histology", "embryology", "gamification", "kahoot", "Kahoot!", foram empregados nas bases de dados PubMed, Scopus, Bireme, Web of Science, Science Direct e Eric, utilizando operadores booleanos OR/AND. Foram estabelecidos como critérios de inclusão, artigos com delineamento do tipo experimental, observacional e revisões sistemáticas que descreveram a utilização do Kahoot© como ferramenta de ensino na disciplina de morfologia humana, publicados nos idiomas inglês, espanhol e português, no período de 2013 a 2021. Foram excluídos, artigos que utilizaram o Kahoot© em outras áreas do conhecimento e em outros componentes curriculares. Resultados: a amostra foi constituída por 337 artigos que, após leitura do título e resumo, foram submetidos aos critérios de inclusão e exclusão. Destes, 11 artigos foram elegíveis para o estudo. Discussão: o Kahoot© motiva o estudante, criando uma atmosfera divertida, favorecendo o trabalho colaborativo e o engajamento dos alunos em seu processo de aprendizagem. Elementos associados à gamificação foram vistos como responsáveis pela descontração e como agentes estressores. Conclusão: o Kahoot© possibilita um aprender divertido e dinâmico, porém, pesquisas que utilizem grupo controle e experimental são relevantes para verificar a efetividade do Kahoot© no ensino de morfologia a curto, médio ou longo prazo, potencializando os benefícios do seu uso em sala de aula.


Introduction:digital technologies such as gamifications have been modernizing and innovating the learning process. Objective: to group, through a literature review, scientific evidence about the applicability of Kahoot© as a learning strategy in the discipline of Morphofunctional Sciences. Methodology: the terms "anatomy", "histology", "embryology", "gamification", "kahoot", "Kahoot!" were employed in the PubMed, Scopus, Bireme, Web of Science, Science Direct and Eric databases, using Boolean OR/AND operators. Inclusion criteria articles with an experimental, observational design and systematic reviews were established that described the use of Kahoot© as a teaching tool in the discipline of human morphology, published in English, Spanish and Portuguese, from 2013 to 2021. Articles that used Kahoot© in other areas of knowlwdge and other curricular components were excluded. Results: the sample consisted of 337 articles that, after reading the title and abstract, were found in the searched databases. After reading the title and abstract, the articles are subject to the inclusion and exclusion criteria. Of these, 11 articles were eligible for the study. Discussion: the Kahoot© motivates the student, creating a fun atmosphere, favoring collaborative work and studente engagement in their learning process. Elements associated with gamification were seen as responsible for the relaxed and stressing agents. Conclusion: Kahoot© a fun and dynamic learning, however, research using control and experimental group is relevant to verify the effectiveness of Kahoot© in the teaching of morphology in the short, medium, or long term, enhancing the benefits of its use in the classroom use


Subject(s)
Humans , Male , Female , Embryology , Digital Technology , Gamification , Histology , Anatomy , Learning
3.
Int. j. morphol ; 40(3): 553-556, jun. 2022. ilus
Article in English | LILACS | ID: biblio-1385664

ABSTRACT

SUMMARY: For the past decades, it has been apparent that assisted reproductive technologies along with clinical embryology have both propounded themselves triumphantly in the field of medicine. Although high-tech equipment and staff skills are crucial to the success of these breakthrough implementations, the pivot of these practices is updated, knowledgeable and competent technicians who excel in the field of human embryology. Crucially, the advancement of clinical embryology and its related fields depends on the meticulous training of clinical embryologists in practical skills as well as theoretical knowledge. Unfortunately, most aspects of reproductive medicine have no obligatory assembled curriculum. A lot more emphasis has been put on the clinical aspect of these sciences and training than its theoretical counterpart. Consequently, clinical embryologists continue to face difficulty in unifying the needed theoretical knowledge in these fields. Not only that, but they also struggle to shed a light on the advanced knowledge required to stand out as professionals. This study aimed to explore which theoretical information in the science of human embryology that embryologists need to know thoroughly about. The survey was conducted online (July 2021).


RESUMEN: Durante las últimas décadas, ha sido evidente que las tecnologías de reproducción asistida junto con la embriología clínica han demostrado un éxito importante en el area de la medicina. Si bien los equipos de alta tecnología y las habilidades del personal son cruciales para el éxito de estas implementaciones, el eje de estas prácticas son los técnicos actualizados, competentes y expertos en el campo de la embriología humana. Fundamentalmente, el avance de la embriología clínica y sus campos relacionados dependen de la formación meticulosa de los embriólogos clínicos en las habilidades prácticas y los conocimientos teóricos. Desafortunadamente, la mayoría de los aspectos de la medicina reproductiva no cuenta con un plan de estudios obligatorio. El énfasis se ha concentrado en el aspecto clínico y en el entrenamiento de estas ciencias más que en la contraparte teórica. En consecuencia, los embriólogos clínicos continúan enfrentando dificultades para unificar el conocimiento teórico necesario en estos campos. Este estudio tuvo como objetivo explorar qué información teórica importante en la ciencia de la embriología humana requieren los embriólogos. La encuesta de este trabajo se realizó en línea (julio de 2021).


Subject(s)
Humans , Adult , Middle Aged , Physicians/psychology , Embryology , Professional Competence , Surveys and Questionnaires , Needs Assessment
4.
Int. j. morphol ; 40(5): 1400-1403, 2022. ilus
Article in English | LILACS | ID: biblio-1405268

ABSTRACT

SUMMARY: Histology and embryology is a science that studies the micro structure and function of the body and embryogenesis, and has insight into the microcosmic world of human body. It is delicate and ingeniousness, which greatly satisfy our thirst for knowledge and visual appreciation. This paper expounds the beauty of Science in histology and Embryology from the perspectives of aesthetics on cell morphology, tissue mode, organogenesis and life birth. Aesthetic education in histology and embryology can possible cultivate medical students' humanistic quality and aesthetic thinking, So that they are able to have an access to the essence of life.


RESUMEN: La histología y la embriología son ciencias que estudian la microestructura y la función del cuerpo y la embriogénesis, y tienen una visión del mundo microcósmico del cuerpo humano. Es delicadeza e ingenio, lo que satisface en gran medida nuestra deseo de conocimiento y apreciación visual. Este artículo expone la belleza de la ciencia en histología y embriología desde las perspectivas de la estética sobre la morfología celular, el modo tisular, la organogénesis y el nacimiento de la vida. La educación estética en histología y embriología puede posiblemente cultivar la calidad humanística y el pensamiento estético de los estudiantes de medicina, para que logren tener acceso a la esencia de la vida.


Subject(s)
Humans , Embryology , Esthetics , Histology
5.
Edumecentro ; 14: e2085, 2022.
Article in Spanish | LILACS | ID: biblio-1404630

ABSTRACT

RESUMEN Fundamento: las series histoembriológicas coleccionadas en las embriotecas devienen en importante medio visual en el proceso de enseñanza aprendizaje de la Embriología por el alto potencial didáctico de sus imágenes. Su uso docente requiere orientaciones metodológicas para adecuarse de manera racional y eficiente a los diferentes contextos, niveles y formas organizativas. Objetivo: elaborar orientaciones metodológicas para el uso docente de una embrioteca humana. Métodos: se recurrió a la sistematización de experiencias teóricas y prácticas. Según etapas se definieron muestras, contextos, instrumentos, técnicas, categorías, subcategorías, regularidades, aportes y lecciones aprendidas. Se emplearon métodos y técnicas cualitativas: entrevista semiestructurada, observación, grupos focales, registro de sistematización, técnica de triangulación de fuentes documentales y metodológicas, valoración por especialistas; además del método matemático-estadísticos. Resultados: se confirmó la pertinencia de la embrioteca humana como medio de enseñanza, para lo cual se requieren orientaciones metodológicas; estas fueron elaboradas con enfoque general y específico para contenidos de Embriología en el plan de estudio de la carrera y programa de la especialidad. Se acompañan de 114 imágenes originales a través de las cuales los autores sugieren cómo trabajar didácticamente con este medio. Conclusiones: la sistematización teórica y práctica de la experiencia acumulada en el uso docente de la embrioteca humana permitió elaborar un manual electrónico donde se orienta el trabajo metodológico en los diferentes contextos, niveles y formas organizativas docentes de la Embriología como materia de estudio. Según los especialistas cumple los criterios de rigor: credibilidad, transferencia, dependencia y confirmabilidad.


ABSTRACT Background: the histo-embryological series collected in the embryo libraries become an important visual aid in the teaching-learning process of Embryology due to the high didactic potential of their images. Its teaching use requires methodological orientations to adapt rationally and efficiently to the different contexts, levels and organizational forms. Objective: to develop methodological guidelines for the educational use of a human embryo library. Methods: the systematization of theoretical and practical experiences was used. Samples, contexts, instruments, techniques, categories, subcategories, regularities, contributions and lessons learned were defined according to stages. Qualitative methods and techniques were used: semi-structured interview, observation, focal groups, systematization record, and comparison of sources technique of documentary and methodological sources, evaluation by specialists; in addition to the mathematical-statistical method. Results: the relevance of the human embryo library as a teaching aid was confirmed, for which methodological guidelines are required; these were elaborated with a general and specific focus for Embryology contents in the study plan of the degree and program of the specialty. They are accompanied by 114 original images through which the authors suggest how to work didactically with this aid. Conclusions: the theoretical and practical systematization of the accumulated experience in the educational use of the human embryo library allowed the elaboration of an electronic manual where the methodological work is oriented in the different contexts, levels and educational organizational forms of Embryology as a subject of study. According to specialists, it meets the rigorous criteria: credibility, transfer, dependency and confirmability.


Subject(s)
Embryology , Lamins , Education, Medical
6.
ARS med. (Santiago, En línea) ; 46(4): 60-65, dic. 07, 2021.
Article in Spanish | LILACS | ID: biblio-1368185

ABSTRACT

Las ciencias morfológicas incluyen el estudio de tres disciplinas que analizan el cuerpo humano: la anatomía macroscópica, la histología y la embriología, las cuales forman parte central del ciclo básico en todas las carreras de la salud. El aprendizaje morfológico ocurre en el laboratorio y se basa en el estudio de disecciones cadavéricas, preparaciones histológicas o muestras del desarrollo embrionario, con el propósito de lograr una adecuada compresión de las características morfoestructurales del cuerpo humano. Sin embargo, la pandemia por SARS-CoV-2 significó un cambio profundo en la forma de enseñar, incorporando métodos de enseñanza-aprendizaje utilizados du-rante la pandemia que incluyen estrategias como los microscopios virtuales, atlas interactivos o videos de disecciones, lo que ha llevado a algunos a cuestionar la necesidad de utilizar los laboratorios de morfología. La educación virtual ha aparecido como una alternativa factible de mantener post-pandemia, sin embargo, el paso por el laboratorio es irreemplazable en la formación de profesionales de la salud, permitiendo el desarrollo de otras competencias más allá de la aplicación del conocimiento. La morfología seguirá siendo la piedra angular en la formación de profesionales de la salud. El desafío es como a través de la innovación y la creatividad incorporamos las nuevas tecnologías digitales, agregando un nuevo valor al estudio de esta disciplina.


Morphological sciences include the study of three disciplines that analyze the human body: macroscopic anatomy, histology, and embr-yology, which are a central part of the basic cycle in all health careers. Morphological learning occurs in the laboratory, it is based on the study of cadaveric dissections, histological preparations, or samples of embryonic development to achieve an adequate compression of the morphological structure of the human body. The SARS-CoV-2 pandemic meant a profound change in the way of teaching. These, teaching-learning methods that have been implemented during the pandemic include virtual microscopes, interactive atlases, or videos of dissections, which has led some teachers to question the usefulness of morphology laboratories. Virtual education has appeared as a feasible alternative to maintaining in post-pandemic; however, going through the laboratory is irreplaceable in the training of health professionals, allowing the development of other skills beyond the application of knowledge. The morphology will continue to be the cornerstone in the education of health professionals. The challenge is how through innovation and creativity, we incorporate new digital technologies, adding a new value to the study of this discipline


Subject(s)
Embryology , Education, Medical, Undergraduate , COVID-19 , Histology , Anatomy , Teaching , Education, Medical , Human Development
7.
Int. j. morphol ; 39(6): 1529-1534, dic. 2021. tab
Article in Spanish | LILACS | ID: biblio-1385527

ABSTRACT

RESUMEN: En el área de las Ciencias Morfológicas, y en especial Embriología, se mantienen diversas denominaciones para diferentes estructuras en idioma español, que no se corresponden necesariamente con los definidos por Terminologia Embryologica (TE), escrita en latín y traducidas al inglés, sin embargo no existe una traducción oficial del latín al español en la TE. Por lo cual el objetivo de este trabajo consistió en realizar una propuesta de términos en español correspondientes a los términos incluidos en Partus [148], Numerus conceptuum [127], Cyclus genitalis masculinus [85], Anomaliae reproductionis [181] y Anomaliae implantationis[195]. Se analizó la última edición de Terminologia Embryologica (editada en el año 2017 y aprobada por la Asamblea General de IFAA en 2019), editada por la Federative International Programme on Anatomical Terminologies (FIPAT). Para ello se tradujeron literalmente todos los términos desde el idioma latín al español, y posteriormente se buscó la utilización de éstos términos en libros de Embriología, Obstetricia y artículos originales. A partir del análisis de éstas traducciones, encontramos términos cuya traducción se utiliza ampliamente y deben ser mantenidos; términos que requirieron ser modificados, pues su traducción no se utiliza o es incorrecta; términos que no se encontraron en la literatura y debiesen ser indicados como no utilizados; e incluso ausencia de términos que debieran existir en latín debido a su gran utilización en textos y artículos científicos. Además, se identificaron las modificaciones que sufrió la Terminologia Embryologica del año 2013, en las secciones de análisis indicadas anteriormente, y que se reflejaron en la última edición del 2017. Creemos que el presente trabajo puede colaborar y mejorar el desarrollo de la Terminologia Embryologica traducida al español, unificando el uso de los términos en la enseñanza e investigación de la Embriología.


SUMMARY: In Morphological Sciences, and especially Embryology, various terms are maintained for different structures in Spanish, which do not necessarily correspond to those defined by Terminologia Embryologica (TE), written in Latín and translated into English, however there is not an official translation from Latín to Spanish on the TE. Therefore, the aim of this work was to make a proposal of terms in Spanish corresponding to the terms included in Partus [148], Numerus conceptuum [127], Cyclusgenitalis masculinus [85], Anomaliae reproductionis [181] and Anomaliae implantationis [195]. The latest edition of Terminologia Embryologica (edited in 2017 and approved by the IFAA General Assembly in 2019), edited by the Federative International Program on Anatomical Terminologies (FIPAT), was analyzed. For this, all the terms were literally translated from Latín into Spanish, and later the use of these terms was sought in books on Embryology, Obstetrics and original articles. From the analysis of these translations, we find terms whose translation is widely used and should be maintained; terms that required to be modified, as their translation is not used or is incorrect; terms that were not found in the literature and should be indicated as not used; and even the absence of terms that should exist in Latín due to its great use in scientific texts and articles. In addition, the modifications that the Terminologia Embryologica underwent in 2013 were identified, in the analysis sections indicated above, and which were reflected in the last edition of 2017. We believe that this work may collaborate and improve the development of the Terminologia Embryologica translated into Spanish, unifying the use of terms in the teaching and research of Embryology.


Subject(s)
Humans , Female , Pregnancy , Embryology , Terminology as Topic , Translating , Parturition , Anatomy
8.
Int. j. morphol ; 39(4): 1063-1067, ago. 2021. ilus, graf
Article in Spanish | LILACS | ID: biblio-1385460

ABSTRACT

RESUMEN: El año 2020 se declaró a la COVID-19 como pandemia, afectando a Chile en sus actividades comerciales, sociales y de educación, haciendo imposible la interacción presencial estudiante-docente en todas las universidades del país. Lo anterior, sumado al difícil momento económico y social que los estudiantes atraviesan, se torna necesario la búsqueda de estrategias que lo acerquen al docente para brindarles de manera más sencilla y rápida el material de estudio. Instagram resulta ser una herramienta de fácil uso y acceso para todos. El objetivo fue utilizar la plataforma de redes sociales Instagram como una herramienta útil de acercamiento a contenidos de Histología y Embriología, para estudiantes de la Universidad de Talca, Chile. Como metodología, se utilizó la plataforma Instagram, con una cuenta diseñada para entregar material docente a estudiantes de primer y segundo año de la Universidad de Talca, en las carreras de las Ciencias de la Salud, en las áreas de Histología y Embriología, consistentes en preguntas teóricas y prácticas, figuras rotuladas, caricaturas y esquemas diseñados y confeccionados de manera propia. Dicho material fue puesto diariamente en la plataforma según las materias que el estudiantado debería ver por calendario en los distintos módulos. Luego de transcurrido el primer semestre del se procedió a realizar una encuesta con el fin de evaluar el impacto de la iniciativa en los estudiantes. Éstos percibieron la iniciativa docente de manera positiva, con metodologías que incentivaron la participación e interacción académico-estudiante. Resaltaron la calidad del material y el acceso más rápido y en todo momento desde sus teléfonos móviles. Instagram viene a ser una buena herramienta coadyuvante a otras metodologías de entrega de material docente por vías formales institucionales, permitiendo a los estudiantes un fácil acceso, rápido y de bajo costo.


SUMMARY: In 2020, COVID-19 was declared a pandemic, affecting our country both in commercial, social and educational activities; making student-teacher interaction impossible in all the country's universities. This, added to the difficult economic and social times that our students are going through, make it increasingly necessary to search for strategies that bring us closer to providing them with study material in a simpler way. This is why Instagram turns out to be a tool that is accessible and easy to use. The objective was to describe the social media platform Instagram as a useful tool for accessing Histology and Embryology content, for students at the Universidad de Talca, Chile. As a methodology, the Instagram platform was used, with an account designed to deliver teaching material to first and second year students of the Universidad de Talca, in the Health Sciences degree programs, in areas of Histology and Embryology, consisting of theoretical and practical questions, labeled figures, cartoons and diagrams designed and created themselves. This material was posted on the platform daily according to the subjects that the students should see according to the calendar in the different modules. After the first semester of this year, a survey was taken in order to evaluate the impact of the initiative on students. The students perceived the teaching initiative in a positive way, with methodologies that encouraged academic-student participation and interaction. They highlighted the quality of the material and the quicker access at all times from their mobile phones. Instagram becomes a good tool to help other methodologies to delivery of teaching material through formal institutional channels, allowing students to access faster and at a low cost of navigation.


Subject(s)
Humans , Students, Health Occupations/psychology , Social Networking , COVID-19 , Anatomy/education , Chile , Embryology/education , Surveys and Questionnaires , Pandemics
9.
Int. j. morphol ; 39(1): 211-215, feb. 2021. ilus
Article in Spanish | LILACS | ID: biblio-1385289

ABSTRACT

RESUMEN: El uso de plataformas virtuales se muestra como un nuevo recurso didáctico que posibilita el proceso de enseñanza-aprendizaje de forma dinámica. A grandes rasgos, permite el acceso a imágenes digitales en alta resolución mediante el uso de computadores, smartphones y/o tabletas. Portanto, este trabajo presenta nuestra metodología en el campo de la embriología de aves domésticas y la experiencia adquirida en el desarrollo de recursos para la enseñanza por medio de las tecnologías de la información y comunicación, de gran utilidad hoy en día en medio de la pandemia ocasionada por el nuevo coronavirus.


SUMMARY: Online platforms are a new didactic resource that enable an active teaching-learning process. In general, they allows access to high resolution digital images through the use of computers, smartphones and / or tablets. Therefore, this study presents our methodology in the field of domestic bird embryology and the experience acquired in the development of teaching resources through information and communication technologies, which are very useful nowadays, particularly in the midst of the pandemic caused by the new coronavirus.


Subject(s)
Animals , User-Computer Interface , Chick Embryo/anatomy & histology , Embryology/education , Education, Distance , Birds/embryology , Internet , Information Technology
10.
Int. j. morphol ; 39(1): 231-234, feb. 2021. tab
Article in Spanish | LILACS | ID: biblio-1385299

ABSTRACT

Al lexema δερµα (derma) que proviene de las raíces griegas δέρ-µα/µατος se lo define como piel, pellejo, cuero, odre (Cortez, 2011). Lo encontramos en los términos ectodermo, mesodermo y endodermo, utilizados para describir las estructuras durante la tercera semana del desarrollo embriológico humano. Se consultó el significado y sus raíces en el diccionario Manuel Griego clásico-Español Vox (Pabón, 1967) y Diccionario Médico-Biológico, Histórico y Etimológico (DICCIOMED) de la Universidad de Salamanca (Cortez); de igual manera se investigó la utilización de los términos ectodermo, mesodermo y endodermo en la Terminologia Embryologica (FIPAT, 2013) y en su última versión (FIPAT, 2017). La búsqueda reportó que estos términos están compuestos por dos raíces griegas el sufijo δέρµα (derma) presente en los tres términos; más los prefijos ἐκτός que significa externo; µÎ­σος definido como medio y ἐνδο cuyo significado es dentro. Estos tres tejidos se derivan a la vez del epiblasto que viene de dos raíces griegas ἐπί- ep(í) que significa sobre + ßλαστός - blast(o) que se traduce como germen, retoño, forma celular inmadura; y del hipoblasto que cuyo término se forma de las raíces griegas ὑπό (hypó) que significa 'debajo de' + ßλαστός - blast(o). Podemos señalar que el mejor término para denominar a estas tres estructuras debiera ser ßλαστός (blasto); y por lo tanto, se deberían denominar a estas tres estructuras como ectoblasto, mesoblasto y endoblasto; debido a que son células o tejidos inmaduros, transitorios y no tejidos definitivos como es la piel; lo cual a su vez se corresponde con los objetivos determinados por la FIPAT.


The lexeme δέρ-µα (derma) that comes from the Greek δέρ-µα/µατος is defined as skin, hide, leather, wineskin (Cortez, 2011). We find it in the term ectoderm, mesoderm and endoderm, used to describe the structures during the third week of human embryological development. The meaning and its roots were consulted in the Manuel Greek-Spanish Vox dictionary (Pabón, 1967) and Medical-Biological, Historical and Etymological Dictionary (DICCIOMED) of the University of Salamanca (Cortez); the same way, the use of the terms ectoderm, mesoderm and endoderm was investigated in Terminologia Embryologica (FIPAT, 2013) and in its latest version Terminologia Embryologica (FIPAT, 2017). The search reported that these terms are composed of two Greek roots, the suffix δέρµα (derma) present in the three terms; plus the prefixes ἐκτός which means external; µÎ­σος defined as medium and ἐνδο whose meaning is within. These three tissues are derived in turn from the epiblast that comes from two Greek roots ἐπί- ep (í) which means over + ßλαστός - blast (o) which translates as germ, shoot, immature cell form; and from the hypoblast whose term is formed from the Greek roots ὑπό (hypó) meaning 'under' + ßλαστός - blast (o). We can say that the best term to name these three structures should be ßλαστός (blast); and therefore, these three structures should be named as ectoblast, mesoblast and endoblast; because they are immature, transitory cells or tissues and definitive non-tissues such as the skin; which in turn corresponds to the objectives determined by FIPAT.


Subject(s)
Humans , Embryology , Terminology as Topic
11.
Rev. medica electron ; 42(4): 2032-2038,
Article in Spanish | LILACS, CUMED | ID: biblio-1139293

ABSTRACT

RESUMEN Se actualizó la clasificación anatómica del tumor de recto, con la revisión de varios tratados sobre anatomía. El estudio de la morfología interna del recto reconoce la formación de anchos pliegues. La formación de anchos pliegues de mucosas transversales, denominadas válvulas: una válvula inferior a 7 cm del ano, otra a 2 cm. Más arriba con una forma de media luna y la tercera a 11 cm del ano. Como estas válvulas son pliegues mucosos sin localización precisa no pueden ser consideradas como puntos anatómicos para segmentación del recto. De esta manera, la segmentación rectal como el límite entre recto superior e inferior se sitúa en la reflexión peritoneal; en el diagnóstico de tumores rectales la definición de su situación anatómica es importante para la conducta terapéutica, ya que el recto inferior tiene su origen embriológico en el proctodeo (ectoblástica) y puede ser más sensible a las radiaciones y los tumores del recto superior son tumores que se originan de tejido de formación entoblástica, las radiaciones producen lesiones del peritoneo y de otros órganos de la cavidad pelviana. La segmentación rectal es importante para el estadio locorregional del tumor y para la definición de un esquema de tratamiento adecuado. En primer lugar, establece el concepto anatómico de localización de un tumor de recto inferior, se diagnóstica con un tacto rectal, si es tocable es del recto inferior. En segundo lugar, define cuáles son los estudios complementarios para saber el estadio de la enfermedad y establece los parámetros anatómicos necesarios para la indicación del tratamiento neoadyuvante (AU).


SUMMARY To present a recent an anatomic classification of rectal tumor localization. Review of many anatomy treaties. The rectal internal morphology studies recognize the formation of thick folds of transversal mucosa thick folds named valves: a low valve to 7 cm from anus. Another is to 2 cm upper with a half moon form, a third one to 11 cm from anus. As this valves are mucosal folds without a clear localization they can't be consider as anatomical points to the rectum segment. Therefore, the rectal segmentation as the limit between up and low rectum, is located in the peritoneal reflection. In the rectal tumors diagnosis definition of it's anatomic situation is important for the therapeutic behavior, because the low rectum has its embryologic origin in the Proctodeum (ectoblastic). It can be more sensitive to the radiation the up rectum tumors are originated from the formation entoblast tissue (endoblast) the radiations cause peritoneal injuries and other pelvic cavity organs. The rectal segmentation is important for the locate-regional tumor stadium and for the appropriate treatment definition. In first place, establish the anatomic concept of the low rectal tumor localization. In second place defines which are the complementary for the new adjuvant indication (AU).


Subject(s)
Humans , Male , Female , Rectal Neoplasms/epidemiology , Rectum/anatomy & histology , Patients , Homeopathic Therapeutic Approaches , Clinical Diagnosis , Embryology/methods , Disease , Anatomy/methods
12.
Int. j. morphol ; 38(2): 273-277, abr. 2020. tab
Article in Spanish | LILACS | ID: biblio-1056434

ABSTRACT

Es importante unificar criterios en los términos usados en embriología, para facilitar su estudio, investigación y divulgación, donde se espera que los términos tengan un valor informativo, ausencia de epónimos y homónimos; y evitar la sinonimia. El objetivo de este trabajo consistió en proponer la traducción al español de los términos de Terminologia Embryologica correspondientes al capítulo "Desarrollo de anexos extra-embrionarios y membranas fetales". Se utilizaron libros y artículos científicos de embriología y obstetricia; diccionarios en los idiomas español/latín - latín/español y se definió la traducción de los términos de acuerdo a su frecuente utilización y cita en la enseñanza de la embriología. La información obtenida del análisis de los artículos y libros consultados fue organizada en 5 tablas: Tabla I, Traducción al español de términos en latín existentes en Terminologia Embryologica; Tabla II, Modificación de términos en latín de la Terminologia Embryologica traducidos al español; Tabla III, Términos modificados del latín, y traducidos al español; Tabla IV, Términos no encontrados en la revisión de textos y artículos; Tabla V, Términos no usados, términos y códigos repetidos. El presente trabajo aporta en la traducción de términos embriológicos del latín al español, no siendo necesariamente una traducción literal, sino más bien una interpretación basada en artículos científicos y textos actualmente utilizados en la enseñanza y el estudio de la embriología. Los resultados de este trabajo pretenden contribuir a la generación de Terminologia Embryologica en español y esperamos sean discutidos y mejorados con propuestas constructivas de parte de los expertos en el área de la morfología.


It is important to regulate criteria in the terminology used in embryology, to promote the study, research and communication in this field. Terms are expected to have informative value, absence of eponyms and homonyms and further, to avoid synonymy. The aim of this work was to propose the Spanish translation of the terms of Terminologia Embryologica corresponding to the chapter "Development of extra-embryonic attachments and fetal membranes". Books and scientific articles on embryology and obstetrics were used; dictionaries in Spanish / Latin - Latin / Spanish languages and the translation of the terms was defined according to their frequent use and quotation in the teaching of embryology. The information obtained from the analysis of the articles and books consulted was organized in 5 tables: Table I, Spanish translation of Latin terms existing in Terminologia Embryologica; Table II, modification of Latin terms of Terminologia Embryologica translated into Spanish; Table III, modified Latin terms, and translated into Spanish; Table IV, terms not found in the review of texts and articles; Table V, unused terms, repeated terms and codes. The present work contributes in the translation of embryological terms from Latin to Spanish, not necessarily being a literal translation, but rather an interpretation based on scientific articles and texts currently used in the teaching and study of embryology. The results of this work are intended to contribute to the generation of Terminologia Embryologica in Spanish and we hope that will be discussed and improved with constructive proposals from experts in the area of morphology.


Subject(s)
Humans , Embryology , Embryonic Structures/anatomy & histology , Terminology as Topic
13.
Rev. colomb. cir ; 35(3): 500-506, 2020. fig
Article in Spanish | LILACS | ID: biblio-1123236

ABSTRACT

Introducción. La hernia paracecal es una entidad rara que corresponde al 13 % de todas las hernias internas. Aunque algunas pueden ser adquiridas, pero la mayoría son congénitas y se originan en los recesos creados durante la adherencia y fusión de los repliegues peritoneales alrededor de la región ileocecal. Caso clínico. Se trata de un hombre de 42 años de edad a quien se le diagnosticó una apendicitis aguda. La in-tervención quirúrgica se inició con una incisión para apendicectomía localizada; no obstante, por los hallazgos intraoperatorios, se decidió la conversión a laparotomía y se produjo el hallazgo incidental de una hernia paracecal.Resultados. El paciente fue hospitalizado y, en el quinto día postoperatorio, presentó obstrucción intestinal por lo cual fue intervenido nuevamente; se encontró escaso líquido de reacción peritoneal y adherencias. Se le dio el egreso hospitalario cuatro días después de su segundo procedimiento quirúrgico y continuaba asintomático hasta su último control.Discusión. Las hernias paracecales son hernias internas que se describen como la protrusión de una víscera hueca por una apertura mesentérica o peritoneal. Sus manifestaciones clínicas son variadas y se puede presentar sin síntomas, con dolor abdominal localizado o hasta con obstrucción intestinal. El tratamiento quirúrgico se basa en liberar y examinar el segmento intestinal herniado y, de requerirse, proceder a la resección con anastomosis; se debe resecar el saco herniario cuando sea evidente, valorar los vasos mesentéricos y cerrar el defecto herniario. Se trata de una enfermedad poco común y es importante conocer su manejo con la finalidad de evitar complicaciones, ya que continúa siendo un reto diagnóstico para el cirujano.


Introduction: Paracecal hernia is a rare entity that represents 13% of all internal hernias. Although some may be acquired, most are congenital and originate in the recesses created during the adhesion and fusion of peritoneal folds around the ileocecal region.Clinical case: This is a 42-year-old man who was diagnosed with acute appendicitis. The surgical intervention began with an incision for localized appendectomy; however, due to intraoperative findings, conversion to laparotomy was decided and the incidental finding of a paracecal hernia occurred. The patient was hospitalized and, on fifth postoperative day presented intestinal obstruction, for which he was reoperated; little peritoneal reaction fluid and adhesions were found. He was discharged four days after his last surgical procedure and remained asymptomatic until his last control.Discussion: Paracecal hernias are internal hernias that are described as the protrusion of a hollow viscera throu-gh a mesenteric or peritoneal opening. Its clinical manifestation are varied and can present without symptoms, with localized abdominal pain or even intestinal obstruction. Surgical management is based on releasing and examining the herniated intestinal segment and, if required, proceed with resection with anastomosis. The hernia sac should be resected when evident, assess the mesenteric vessels and close the hernia defect. It is a rare pathology and it is important to know its management in order to avoid complications, as it continues to be a diagnostic challenge for the surgeon


Subject(s)
Humans , Hernia, Abdominal , Peritoneum , Embryology , Gastrointestinal Tract
14.
Edumecentro ; 11(4): 152-171, oct.-dic. 2019. graf
Article in Spanish | LILACS | ID: biblio-1089980

ABSTRACT

RESUMEN Fundamento: la creación de una embrioteca es un proceso complejo, a partir de la obtención de muestras embrionarias y/o series histoembriológicas que posean un alto potencial para la investigación y la enseñanza. Objetivo: diseñar una metodología para la creación de una embrioteca humana, a partir de la experiencia de la existente en la Universidad de Ciencias Médicas de Villa Clara. Métodos: se recurrió a la metodología cualitativa. Se establecieron tres etapas de sistematización que incluyeron: contexto, eje de sistematización, actores clave, instrumentos y técnicas, categorías y subcategorías, reconstrucción histórica y análisis crítico; y regularidades derivadas de la triangulación entre instrumentos, aportes y lecciones aprendidas. Se emplearon la entrevista semiestructurada, observación, grupos focales, registro de sistematización, triangulación de fuentes documentales y metodológicas, y valoración por especialistas. Resultados: la metodología se estructuró en dos aparatos: uno teórico o cognitivo y otro metodológico o instrumental conformado por nueve fases o etapas concatenadas. Se declararon 11 categorías rectoras, y fundamentos filosóficos, psicológicos, sociológicos, metodológicos y pedagógicos. En ella se articulan once etapas o pasos condicionantes, flexibles y dependientes, procedimiento requerido para crear una embrioteca humana, según la experiencia teórica y práctica sistematizada en la presente investigación. Conclusiones: los criterios de rigor que se tuvieron en cuenta hablan a favor del valor de la verdad, neutralidad, aplicabilidad y consistencia del resultado. Según los especialistas que la valoraron cumple con la credibilidad, confirmabilidad, transferibilidad y dependencia, por lo que constituye una herramienta metodológica en la creación de una embrioteca humana.


ABSTRACT Background: the creation of an embryoteque is a complex process, based on obtaining embryonic samples and / or histological-embryological series that have a high potential for research and teaching. Objective: to design a methodology for the creation of a human embryoteque, based on the experience of the existing one at Villa Clara University of Medical Sciences. Methods: the qualitative methodology was used. Three stages of systematization were established that included: context, axis of systematization, key actors, instruments and techniques, categories and subcategories, historical reconstruction and critical analysis; and regularities derived from instruments contrasting, contributions and lessons learned. The semi-structured interview, observation, focus groups, systematization registration, the contrast of documentary and methodological sources, and assessment by specialists were used. Results: the methodology was structured in two devices: one theoretical or cognitive and one methodological or instrumental consisting of nine phases or concatenated stages. 11 governing categories and philosophical, psychological, sociological, methodological and pedagogical foundations were declared. Eleven stages or conditioning steps, flexible and dependent, are articulated, a procedure required to create a human embryos, according to the theoretical and practical experience systematized in the present investigation. Conclusions: the criteria of rigor that were taken into account speak in favor of the value of truth, neutrality, applicability and consistency of the result. According to the specialists who valued it, it complies with credibility, confirmability, transferability and dependence, thus it constitutes a methodological tool in the creation of a human embryoteque.


Subject(s)
Students, Medical , Embryology , Education, Medical
15.
Biosci. j. (Online) ; 35(4): 1256-1261, july/aug. 2019. ilus
Article in English | LILACS | ID: biblio-1048930

ABSTRACT

Some areas of knowledge are usually related to a high degree of abstraction involved in the object studied. In the case of the embryology study, for instance, the students' learning difficulties are recurrent due to a lack of didactic resources, which may aid the interpretation process of the figures presented in related literature. Based on the motivation to improve university education, specially in the area of biological sciences, the present work aims to represent in three dimensions, stages of the human embryological development. SolidWorks 3D modeling software was used, as well as didactic material related to the subject of embryology, conception and human development, such as books, atlases and scientific papers. There weredesigned, in 3D software, models representing the stages of human embryonic development. This means ofproduction allowed the elaboration of exclusive anatomic models, with low cost (less than R$100,00 for more than 10 parts) and ease of visual interpretation. The models were designed in scale, such that it was possible to compare models that represent distinct periods of ontogenic development. It was possible to contribute to an improvement in the understanding of the topic of embryology for students with major related to health, through the visualization, in three dimensions, of models that are sometimes very expensive as physical pieces, or even nonexistent in market.


Algumas áreas do conhecimento, geralmente, estão relacionadas a um alto grau de abstração envolvido no objeto estudado. Para o caso do estudo de embriologia, por exemplo, é recorrente a dificuldade de aprendizagem dos estudantes, por falta de recursos didáticos, que possam auxiliar no processo de interpretação das figuras apresentadas em literatura relacionada. Partindo da motivação de melhorar o ensino universitário, sobretudo na área de ciências biológicas, o presente trabalho objetiva representar, em 3 dimensões, etapas do desenvolvimento embriológico humano. Foi utilizado o software de modelagem 3D, SolidWorks, além de material didático relacionado ao assunto de embriologia, concepção e formação do ser humano, como livros, atlas e artigos científicos. Foram projetados, em software 3D, modelos que representem etapas do desenvolvimento embrionário humano. Esse meio de produção permitiu a elaboração de modelos anatômicos exclusivos, com baixo custo e facilidade de interpretação visual. Os modelos foram projetados em escala, de tal modo que foi possível a comparação entre modelos que representem períodos distintos do desenvolvimento ontogênico. Foi possível contribuir com melhora do entendimento do tema de embriologia, para estudantes da área da saúde, por meio da visualização, em três dimensões, de modelos que por vezes são muito caros como peças físicas, ou mesmo, inexistentes no mercado.


Subject(s)
Teaching , Teaching Materials , Embryology , Computer-Aided Design , Printing, Three-Dimensional
16.
J. Health Biol. Sci. (Online) ; 7(1): 89-96, jan.-mar. 2019.
Article in Portuguese | LILACS | ID: biblio-1005505

ABSTRACT

Introdução: O septo pelúcido (SP) é formado por duas lâminas neurais separadas, que se fundem após o nascimento. Quando não há fusão completa, tem-se a persistência do Cavum embriológico, que pode ser chamado Cavum Septum pellucidum (CSP), Cavum Vergae ou Cavum Septum pellucidum et Vergae (CSP et Vergae), dependendo da extensão anteroposterior. Embriologicamente, o CSP está relacionado à formação do corpo caloso e de outras estruturas cerebrais. O SP faz parte do sistema límbico, por isso há possibilidade de que Cava persistentes tenham repercussão nas funções neuropsíquicas. Objetivo: revisar a literatura sobre a formação e o significado clínico da persistência do CSP em adultos. Métodos: foi realizada revisão da literatura de artigos publicados na base de dados PUBMED, utilizando os descritores: "Cavum", "Brain Cava" e "Cavum Septum Pellucidum". Os artigos selecionados continham considerações sobre formação e possível significado clínico do CSP. Resultados e Discussão: CSP vestigiais são considerados como variantes da normalidade. Porém, vários estudos sugerem que a persistência de CSP com grandes dimensões pode representar uma disgenesia cerebral na linha média. Estudos tentam relacionar o CSP com múltiplos distúrbios neuropsiquiátricos, especialmente com esquizofrenia. De maneira geral, há relativo consenso de que os CSP alargados têm maior chance de representar significado patológico, embora suas manifestações não sejam bem reconhecidas. Conclusão: existem indícios de que CSP persistentes, quando alargados, podem manifestar-se como distúrbio neuropsíquico, de espectro ainda indefinido. Estudos em população geral ainda são escassos e com prevalências variadas. Trabalhos mais abrangentes são necessários para melhor entendimento de seu significado clínico.


Introduction: The septum pellucidum (SP) is formed by separated neural laminae, that subsequently merge. When there is no complete fusion of the laminae, there is persistence of the embryological Cavum, that can be named Cavum Septum pellucidum (CSP), Cavum Vergae or Cavum Septum pellucidum et Vergae (CSP et Vergae) according to its anterior-posterior length. Embryologically, CSP is related to the development of the corpus callosum and other cerebral structures. The SP belongs to the limbic system, and thus, it is possible that Cava persistence may lead to neuropsychiatry dysfunction. Objective: To review the literature about development and clinical significance of CSP. Methods: A review of literature of articles published on the database PUBMED. The following descriptors were used: "Cavum", "Brain Cava" and "Cavum Septum Pellucidum". The select articles had much information about development and clinical significance of CSP. Results and Discussion: Vestigial CSP are considered normal variants. However, several studies suggest that their persistence in adults may represent a form of midline cerebral dysgenesis. Studies attempted to link CSP to multiple neuropsychiatric disturbances, especially schizophrenia. There is relative agreement about the idea that large CSP are more likely to have pathological meanings, but their symptoms are not well recognized. Conclusion: There is evidence that persistent CSP, if large, may exhibit neuropsychic disorder, of unknown magnitude. Studies in the general population are scarce and with variable prevalence. Further comprehensive studies are necessary to better understand their clinical meaning.


Subject(s)
Embryology
17.
Neurointervention ; : 9-16, 2019.
Article in English | WPRIM | ID: wpr-741678

ABSTRACT

Intracranial and spinal dural arteriovenous fistulas (DAVFs) are vascular pathologies of the dural membrane with arteriovenous shunts. They are abnormal communications between arteries and veins or dural venous sinuses that sit between the two sheets of the dura mater. The dura propria faces the surface of brain, and the osteal dura faces the bone. The location of the shunt points is not distributed homogeneously on the surface of the dural membrane, but there are certain areas susceptible to DAVFs. The dura mater of the olfactory groove, falx cerebri, inferior sagittal sinus, tentorium cerebelli, and falx cerebelli, and the dura mater at the level of the spinal cord are composed only of dura propria, and these areas are derived from neural crest cells. The dura mater of the cavernous sinus, transverse sinus, sigmoid sinus, and anterior condylar confluence surrounding the hypoglossal canal are composed of both dura propria and osteal dura; this group is derived from mesoderm. Although the cause of this heterogeneity has not yet been determined, there are some specific characteristics and tendencies in terms of the embryological features. The possible reasons for the segmental susceptibility to DAVFs are summarized based on the embryology of the dura mater.


Subject(s)
Arteries , Brain , Cavernous Sinus , Central Nervous System Vascular Malformations , Colon, Sigmoid , Dura Mater , Embryology , Membranes , Mesoderm , Neural Crest , Pathology , Population Characteristics , Spinal Cord , Veins
18.
Journal of Korean Neurosurgical Society ; : 265-271, 2019.
Article in English | WPRIM | ID: wpr-765354

ABSTRACT

The expansion and folding of the cerebral cortex occur during brain development and are critical factors that influence cognitive ability and sensorimotor skills. The disruption of cortical growth and folding may cause neurological disorders, resulting in severe intellectual disability and intractable epilepsy in humans. Therefore, understanding the mechanism that regulates cortical growth and folding will be crucial in deciphering the key steps of brain development and finding new therapeutic targets for the congenital anomalies of the cerebral cortex. This review will start with a brief introduction describing the anatomy of the brain cortex, followed by a description of our understanding of the proliferation, differentiation, and migration of neural progenitors and important genes and molecules that are involved in these processes. Finally, various types of disorders that develop due to malformation of the cerebral cortex will be discussed.


Subject(s)
Humans , Brain , Cerebral Cortex , Drug Resistant Epilepsy , Embryology , Intellectual Disability , Malformations of Cortical Development , Nervous System Diseases
19.
Journal of Korean Neurosurgical Society ; : 288-295, 2019.
Article in English | WPRIM | ID: wpr-765352

ABSTRACT

In 2011, the International League against Epilepsy (ILAE) proposed a first international consensus of the classification of focal cortical dysplasia (FCD). This FCD classification had been widely used in worldwide. In this review paper, the authors would like to give helpful comments for better understanding of the current FCD classification. Especially, the basic concepts of FCD type I, such as “radial”, “tangential” and “microcolumn” will be discussed with figures. In addition, the limitations, genetic progress and prospect of FCD will be suggested.


Subject(s)
Humans , Classification , Consensus , Embryology , Epilepsy , Malformations of Cortical Development , Pathology
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