Molecules involved in the sperm interaction in the human uterine tube: a histochemical and immunohistochemical approach.

In humans, even where millions of spermatozoa are deposited upon ejaculation in the vagina, only a few thousand enter the uterine tube (UT). Sperm transiently adhere to the epithelial cells lining the isthmus reservoir, and this interaction is essential in coordinating the availability of functional spermatozoa for fertilization. The binding of spermatozoa to the UT epithelium (mucosa) occurs due to interactions between cell-adhesion molecules on the cell surfaces of both the sperm and the epithelial cell. However, in humans, there is little information about the molecules involved. The aim of this study was to perform a histological characterization of the UT focused on determining the tissue distribution and deposition of some molecules associated with cell adhesion (F-spondin, galectin-9, osteopontin, integrin αV/ß3) and UT's contractile activity (TNFα-R1, TNFα-R2) in the follicular and luteal phases. Our results showed the presence of galectin-9, F-spondin, osteopontin, integrin αV/ß3, TNFα-R1, and TNFα-R2 in the epithelial cells in ampullar and isthmic segments during the menstrual cycle. Our results suggest that these molecules could form part of the sperm-UT interactions. Future studies will shed light on the specific role of each of the identified molecules.

Videoteca como recurso didáctico audiovisual de apoyo en la asignatura Proceso de Atención de Enfermería Perinatal y Ginecológico / Video Library as Support Audiovisual Learning Resource for the subject Process of Care in Perinatal and Gynaecological Nursing

Objetivo: evaluar la satisfacción de los estudiantes que optaban a la titulación de Matrona sobre el uso de una videoteca online como complemento al proceso enseñanza-aprendizaje en la asignatura Proceso de Atención de Enfermería Perinatal y Ginecológico. Método: se llevó a cabo un estudio transversal. Población de estudio: 123 estudiantes de segundo año que cursaban la asignatura Proceso de Atención de Enfermería Perinatal y Ginecológico (I), para optar al título de matrona en la Universidad San Sebastián (Santiago, Chile). El estudio se realizó durante el primer semestre del año 2020. Muestreo no probabilístico. Se creó un canal de YouTube® llamado “Saber y Salud USS” donde se subieron diez vídeos (videoteca). La satisfacción de los estudiantes se evaluó mediante un instrumento adaptado y validado. Resultados: participaron 89 (72,4%) estudiantes. En la dimensión integración teórico-práctica un 82% refirió estar “muy de acuerdo” y un 18% está “de acuerdo” con que hubo mejoras en la compresión de la teoría al visualizar los vídeos. En la dimensión formato y estructura de la videoteca, un 85,3% contestó estar “muy de acuerdo” y un 14,7% “de acuerdo” con que la organización de los procedimientos fue clara y ordenada. En la dimensión aportación al proceso enseñanza-aprendizaje, un 82% refirió estar “muy de acuerdo”, un 16,9% “de acuerdo” en haber obtenido mejores resultados en el aprendizaje.Conclusión: los estudiantes presentaron un alto grado de satisfacción respecto al uso de la videoteca online, como complemento al proceso enseñanza-aprendizaje en la asignatura Proceso de Atención de Enfermería Perinatal y Ginecológico.(AU)

Objective: to assess the satisfaction by students applying for the Midwife degree regarding the use of an online video library as a complement to the teaching-learning process for the subject Process of Care in Perinatal and Gynaecological Nursing. Method: a cross-sectional study was conducted. Study population: 123 students in their second year taking the subject Process of Care in Perinatal and Gynaecological Nursing (I), in order to apply for the Midwife degree at the Universidad San Sebastián (Santiago, Chile). The study was conducted during the first semester of 2020, with non-probability sampling. A YouTube® channel was created, called “Saber y Salud USS”, where ten videos were uploaded (video library). The satisfaction by students was measured through an adapted and validated instrument. Results: the study included 89 (72.4%) students. Regarding the Theoretical and Practical Integration dimension, 82% reported “strong agreement” and 18% “agreement” with improvement in understanding the theory by visualising the videos. In the dimension Format and Structure of the Video Library, 85.3% reported “strong agreement” and 14.7% “agreement” that the procedures were organized in a clear and systematic manner. In the dimension Contribution to the Teaching-Learning process, 82% reported “strong agreement” and 16.9% “agreement” regarding achieving better learning results. Conclusion: students presented a high level of satisfaction regarding the use of the online video library as a complement to the teaching-learning process in the subject Process of Care in Perinatal and Gynaecological Nursing.(AU)

A new interpretation of the human embryo drawings in Icones Embryonum Humanorum by Samuel Thomas Soemmerring.

In 1799, Samuel Thomas Soemmerring published the book Icones Embryonum Humanorum, which was one of the first attempts in history to sort out prenatal human development chronologically. Despite its importance for the anatomical sciences, there is little information about Icones. In this context, our objective was to identify and estimate the developmental age of the seven human embryos present in Icones Embryonum Humanorum by external morphological analysis and morphometry of the drawings using Image-J® software. First, the book was translated from Latin. Then, the developmental age was estimated by external morphological analysis and morphometry (greatest length) of the drawings using Image-J® software. The book is composed of 20 drawings of human embryos and fetuses from two life-size tables. According to the external features and morphometric analysis, there are seven embryos (drawings I-VII). The embryonic age (pf: post-fertilization age) of drawing I corresponds to day 29-31 pf; drawing II, to day 33-35 pf; drawing III, to day 37-40 pf; drawing IV, to day 42-45 pf; drawing V, to day 45-47 pf; drawing VI, today 47-50 pf; and drawing VII, to day 52-55 pf. There are differences between the development age estimated by Soemmerring and our analysis. These differences are probably due to the methodological and technical limitations of the eighteenth century.