Description of the arterial supply and venous drainage of the abdominal viscera in the puma (Puma concolor) (Linnaeus, 1771).

Detailed descriptions of the abdominal vasculature have not been reported on Puma concolor; thus, herein we provided a thorough description. Our findings include the following: a celiac artery branching into the hepatic and gastrolienal arteries, and this latter further branched into the left gastric, the left gastroepiploic, the lienal and three more arteries that supplied the greater omentum. We also found a cystic artery that derived from the right gastroduodenal artery; a right gastric artery that derived from the right hepatic artery; and an antimesenteric ileal artery that derived from the lateral cecal artery. The right gastric vein did not form the gastroduodenal vein as in other species, but it drained directly into the portal vein. Also, a middle pancreaticoduodenal vein was identified as the last branch of the cranial mesenteric vein. Finally, the left caudal phrenic vein drained into the left renal vein. The abdominal blood supply described herein corresponds to a single individual; further reviews are desirable to corroborate our observations and to detect potential intraspecific anatomical variations.

Anatomical description of the origin and distribution of the brachial plexus to the antebrachium in one puma (Puma concolor) (Linnaeus, 1771).

The knowledge of the anatomy of the brachial plexus in animals is of great importance due to its applicability in clinical, diagnostic and surgical procedures. The objective of the present study was to describe the anatomy of the brachial plexus in the puma. The results demonstrate a broad anatomical similarity with other felines; however, some differences were found. The formation of the brachial plexus in the puma occurred from the ventral interconnections of the last three cervical nerve segments and the first thoracic (C6, C7, C8 and T1). The N. suprascapularis emerges from C6, innervating the M. supraspinatus, the M. infraspinatus, and also the M. cleidobrachialis, the latter by a smaller branch. We found an independent branch emerging from C6 that innervates the M. serratus ventralis cervicis, not reported in other species. The innervation territory of the N. axillary includes the M. cleidobrachialis. The M. teres major was not innervated by the axillary nerve, but by an entirely independent branch that came from C6 and C7, and that also innervated the most caudal part of the M. subscapularis.

Anatomical description of the origin and distribution of the lumbosacral plexus in one puma (Puma concolor).

Wild felids often suffer spinal and limb disorders; however, their nervous system anatomy is poorly studied. Herein, the lumbosacral plexus (Plexus lumbosacralis) of an adult puma and the motor and sensitive innervation of the pelvic limb is described. We found anatomical similarities to other felids, but also some differences. Branches L4-S3 form the lumbosacral plexus (Plexus lumbosacralis) in the puma. The femoral nerve (N. femoris) arises from the union of L4-L5, while in other felids, it is formed by L5-L6. Unlike in the cat, the sartorius muscle receives branches from the saphenous (N. saphenous) and femoral nerves (N. femoris), and the lateral head of the gastrocnemius and superficial digital flexor muscles are innervated by a branch of the soleus muscle.

Body Painting of the Horse and Cow to Learn Surface Anatomy.

Gross anatomy is considered one of the most challenging subjects in teaching veterinary medicine. The use of body painting is reported in teaching surface human anatomy, but such reports are scarce in veterinary medicine. The aim of this study was to describe a practical session for teaching surface anatomy using body painting with second-semester students of veterinary medicine. Two practical sessions using live animals (equine and bovine) were offered with a focus on the locomotor and nervous systems and splanchnology. Students believed that the body painting sessions helped them to understand the localization of structures, promoting long-term retention and integration of knowledge, and to approach large animals with more self-confidence. Forty-nine students took three short theoretical and practical exams: a pre-test on splanchnology (Q1), an immediate post-test on splanchnology (Q2), and a post-test after 7 weeks on the locomotor and nervous systems (Q3). Correct answers for theoretical Q1 and Q2 were statistically different (2.04 and 3.11 out of 5, respectively; p < .001), and higher scores were found for Q3 compared with Q1 (2.49 and 1.02 out of 5, respectively). The most common error observed in practical Q1 was underestimation of the real size of organs such as lungs, rumen in cattle, and cecum in horses. The results showed that body painting sessions improved learning of anatomical concepts and could serve as a bridge between cadaver anatomy and living animal anatomy. More body painting sessions could be included in other semesters of the veterinary medicine curriculum to better integrate anatomy knowledge.

Didactic model of the chicken embryo development using modified Dawson's diaphanization and staining technique / Modelo didáctico del desarrollo embrionario del pollo usando la técnica modificada de Dawson para transparentación y tinción / Modelo didático do desenvolvimento embrionário do frango usando a técnica modificada de Dawson para diafanização e coloração

Background: didactic models are a very useful tool for pedagogy in Agrarian Science careers (i.e. Veterinary Medicine and Animal Science). Objective: the aim of this work was to create a didactic model of the chicken embryo development using modified Dawson's diaphanization and staining technique, which allows the centers of ossification to be viewed. Methods: chick embryos from day 5 to day 21 were diaphanized with KOH, stained with Alizarin Red, and stored in glycerol. Results: growth of primary ossification centers during embryonic development was easily visualized. Conclusion: to our knowledge, this is the first literature report showing an anatomical model of all embryonic stages of chicken development. Impact of this model in pedagogy must be evaluated in future works.

Antecedentes: los modelos didácticos son una muy buena herramienta para el proceso de enseñanza-aprendizaje en los cursos de Ciencias Agrarias (Medicina Veterinaria y Zootecnia, entre otros). Objetivo: hacer un modelo didáctico del desarrollo embrionario del pollo usando la técnica modificada de Dawson para transparentación y tinción, que permite visualizar los centros de osificación. Métodos: embriones de pollo del día 5 al 21 fueron transparentados con KOH, teñidos con Rojo de Alizarina y almacenados en glicerina. Resultados: se pudo visualizar el crecimiento de los centros primarios de osificación durante el desarrollo embrionario. Conclusión: este es el primer reporte en literatura que muestra un modelo anatómico de todas las etapas del desarrollo embrionario del pollo. En futuras investigaciones se debe evaluar el impacto que tiene este modelo en el proceso enseñanza-aprendizaje.

Antecedentes: os modelos didáticos são uma boa ferramenta para o processo ensino-aprendizado nos cursos de Ciências Agrárias (Medicina Veterinária, Zootecnia, entre outros). Objetivo: fazer um modelo didático do desenvolvimento do frango usando a técnica modificada de Dawson para diafanização e coloração, que permite visualizar os centros de ossificação. Métodos: Embriões de frango do dia 5 ao 21 foram transparentados com KOH, corados com Vermelho de Alizarina e armazenados em glicerina. Resultados: foi possível visualizar o crescimento dos centros primários de ossificação durante o desenvolvimento embrionário. Conclusão: este é o primeiro reporte na literatura de um modelo anatômico do desenvolvimento embrionário do frango. Futuras pesquisas devem ser focadas no impacto que tem este modelo no processo ensino-aprendizado.