Anatomical description of a pygmy sperm whale, Kogia breviceps (Cetacea: Kogiidae), pre-term calf using CT scan and 3D reconstructions.

Little is known about the biology of pygmy sperm whales, Kogia breviceps (De Blainville, 1838), being that most anatomical descriptions for the species derive from necropsy after stranding or from osteological material preserved in museums. This species is rarely seen despite its wide distribution, and its reproductive behaviour is still being investigated. The eventual occurrence of pregnant female strandings and the collection and description of foetuses can give clues about the organisms' mostly unknown early development. However, this type of biological material is extremely rare, limiting anatomical analysis due to the risk of damage or loss. Here, we describe the external and internal anatomy of an 84 cm long K. breviceps foetus. The methods utilised were non-intrusive, meaning that no incisions were made on the specimen. The foetus was analysed using computed tomography images and a three-dimensional reconstruction of the skeleton. A great number of features were observed, such as axial and appendicular skeletal structures, internal organs, echolocation apparatus and umbilical cord, as well as diagnostic characters of the species, such as the asymmetrical skull, spermaceti chamber and false gill pigmentation. We suggest that more specimens on different stages of development should be analysed by the same technique, as well as further comparison with specimens from other taxa, in order to facilitate more comparative studies on embryonic and foetal development of cetaceans.

Morphological description of the temporomandibular joint ligaments in domestic pigs.

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.

Exploring alternatives for securing anatomical structures in capturing digital images: A comparative analysis.

Teaching veterinary anatomy using digital platforms requires improved image quality, which may influence the fixation process. This study aimed to compare four embalming solutions for high-colour-quality images of different tissues compared to the original image. Four equine left pelvic limbs were cut into metameres and divided equally for application of 10% formaldehyde, 96% glycerine, 33% hypersaturated NaCl solution and modified Larssen solution, respectively, which was maintained for 3 days. After drying for 3 days at room temperature, photographs were obtained at time 0 (T0), without any fixation process (original colour); time 1 (T1), immediately after removal from the solutions; and every 24 h for 3 days (T2-T4). The image colour quality was investigated by digitally evaluating the cortical bone, tendon and bone marrow using histograms and CIEDE2000 as well as by 10 specialists in an online survey. CIEDE2000 and histograms revealed that all fixation solutions changed the original tissue colour at all the time points (p < 0.0001). According to the specialists, the 33% saline solution produced the best results compared to the original one. The modified Larssen solution demonstrated better results for the tendon, marrow and cortical bone at T3 (p = 0.0015). Considering the colour of digital images, the modified Larssen solution provided the best results; however, the visual evaluation by the specialists revealed the 33% saline solution as the best.

Anatomía Comparada del Bazo de la Rata Blanca (Rattus norvegicus albinus), Una Revisión de la Literatura / Comparative Anatomy of the Spleen of the White Rat, (Rattus norvegicus albinus) a Literature Review

El bazo es el órgano linfático intraperitoneal más grande del organismo, presentando dos funciones principales: defensiva, mediante respuesta inmunitaria y filtración sanguínea. El objetivo de la presente revisión, fue obtener información actualizada sobre la anatomía del bazo de la rata albina (Rattus norvegicus albinus) y comparativa con la anatomía del bazo humano, perro, gato y cerdo, al representar las principales especies de importancia en la medicina, medicina veterinaria y en las ciencias biomédicas. Se realizó una búsqueda de material bibliográfico actualizado en diferentes sitios web científicos. Es así como, se revisaron 71 fuentes bibliográficas, en su gran mayoría artículos científicos (31), libros de anatomía humana y veterinaria (17), artículos especializados (17) y tesis (6). En general existe consenso, sobre la descripción anatómica del bazo, el cual se sitúa en la región hipocondriaca izquierda del abdomen, entre el fondo del estómago y el diafragma, irrigado por la arteria y vena esplénica. Se evidenció que existen similitudes en aspectos macroscópicos, al comparar el bazo de la rata blanca, con el bazo de otras especies (funcionalidad, peso relativo, ubicación topográfica). En aspectos microscópicos, el bazo en humanos y otros mamíferos se compone de estroma, además de parénquima, constituido a su vez por pulpa blanca y roja. En particular, existen diferencias entre el bazo de rata, humano, gato, perro y cerdo, en formas, tamaños y aspectos microscópicos, relacionados con la microcirculación e inmunidad. Mientras que existen semejanzas en procesos patológicos y respuestas a tratamientos farmacológicos y clínicos. Por lo anteriormente expuesto, se concluye que la rata albina constituye un buen modelo biológico, específicamente en aspectos anatómicos microscópicos del bazo de tipo inmunológico. Mientras que el bazo de cerdo es mejor comparativamente, en estudios anatómicos macroscópicos de tipo quirúrgicos, resultando ambos extrapolables, especialmente a la medicina humana.

SUMMARY: The spleen is the largest intraperitoneal lymphatic organ of the body, presenting two main functions: defensive, through immune response and blood filtration. The objective of the present review was to obtain updated information on the anatomy of the spleen of the albino rat (Rattus norvegicus albinus) and to compare it with the anatomy of the human, dog, cat and pig spleen, representing the main species of importance in medicine, veterinary medicine and biomedical sciences. A search for updated bibliographic material was carried out in different scientific websites. Thus, 71 bibliographic sources were reviewed, mostly scientific articles (31), human and veterinary anatomy books (17), specialized articles (17) and theses (6). In general, there is consensus on the anatomical description of the spleen, which is located in the left hypochondriac region of the abdomen between the fundus of the stomach and the diaphragm, irrigated by the splenic artery and vein. It was evidenced that there are similarities in macroscopic aspects when comparing the spleen of the white rat with the spleen of other species (functionality, relative weight, topographic location). In microscopic aspects, the spleen in humans and other mammals is composed of stroma, in addition to parenchyma, constituted in turn by white and red pulp. In particular, there are differences between rat, human, cat, dog and pig spleens in shapes, sizes and microscopic aspects related to microcirculation and immunity. While there are similarities in pathological processes and responses to pharmacological and clinical treatments. For the above mentioned, it is concluded that the albino rat constitutes a good biological model, specifically in microscopic anatomical aspects of the spleen of immunological type. While the pig spleen is comparatively better in macroscopic anatomical studies of surgical type, both are extrapolable especially to human medicine.

A Glimpse into Chilean Veterinary Anatomy Educators / Un Vistazo a los Educadores de Anatomía Veterinaria Chilenos

SUMMARY: In veterinary medicine, impressive technological advances in biochemistry, genetics and molecular biology have led to a reduction in the amount of time spent teaching anatomy and a shift toward anatomical research. As classically trained veterinary anatomists began to retire at the beginning of the 2000s, it became evident that there would be a shortage of qualified anatomists. This coincides with the increase in the hiring of recent graduates with general education experience and no specialization in the area. The aim of the study is to characterize the Chilean veterinary anatomy educator with an emphasis on their training and the academic environment they work in. Data were collected through a survey targeting a diverse population of university educators who teach content related to veterinary anatomy in Chile. The results showed that the Chilean veterinary anatomist has reached the master's level, with a wide range of continuous training experiences, from which it is perceived that he has acquired his anatomical and teaching skills. Furthermore, despite his self-perception as an educator/researcher, the evidence showed that research in veterinary anatomy is still in its infancy. However, strengths were identified related to the varied use of teaching resources, participation in the community and the dissemination of anatomical knowledge.

En medicina veterinaria, los impresionantes avances tecnológicos en bioquímica, genética y biología molecular han llevado a una reducción en la cantidad de tiempo dedicado a la enseñanza de la anatomía y un cambio hacia la investigación anatómica. Cuando los anatomistas veterinarios de formación clásica comenzaron a jubilarse a principios de la década de 2000, se hizo evidente que habría escasez de anatomistas cualificados. Esto coincide con el incremento en la contratación de recién egresados con experiencia en educación general y sin especialización en el área (licenciados, tesistas, etc.). El objetivo del estudio es caracterizar al educador de anatomía veterinaria chileno con énfasis en su formación y el ambiente académico en el que se desempeña. Los datos fueron recolectados a través de una encuesta dirigida a una población diversa de docentes universitarios que imparten contenidos relacionados con la anatomía veterinaria en Chile. Los resultados muestran que el anatomista veterinario chileno ha alcanzado el nivel de maestría, con una amplia gama de experiencias de formación continua, a partir de las cuales se infiere que ha adquirido sus competencias anatómicas y docentes. A pesar de su autopercepción como educador/investigador, la evidencia demostró que la investigación en anatomía veterinaria aún se encuentra en ciernes. No obstante, se identificaron fortalezas en actividades relacionadas con el uso variado de recursos didácticos, la participación en la comunidad y la difusión del conociminto.

ChatGPT for Veterinary Anatomy Education: An Overview of the Prospects and Drawbacks / ChatGPT para la Educación en Anatomía Veterinaria: Una Descripción General de las Perspectivas y los Inconvenientes

SUMMARY: The integration of artificial intelligence in veterinary medical education has the potential to revolutionize the way students learn veterinary anatomy. ChatGPT, launched by OpenAI in November 2022, has been the fastest-growing artificial intelligence (AI) application as a learning tool in the past few months. ChatGPT is a virtual assistant that provides students with detailed and relevant anatomical knowledge based on internet sources. Apart from the advantages of ChatGPT in veterinary anatomy education, the challenges and limitations must also be considered, as highlighted in this letter. Further research and evaluation are necessary to ensure the optimal integration of the ChatGPT tool into veterinary anatomy education. ChatGPT can provide students with valuable insights and educational support but cannot replace hands-on experiences; dissection-based laboratory sessions remain essential for developing practical skills and spatial understanding in veterinary anatomy education.

La integración de la inteligencia artificial en la educación médica veterinaria tiene el potencial de revolucionar la forma en que los estudiantes aprenden anatomía veterinaria. ChatGPT, lanzado por OpenAI en noviembre de 2022, ha sido la aplicación de inteligencia artificial (IA) de más rápido crecimiento como herramienta de aprendizaje en los últimos meses. ChatGPT es un asistente virtual que brinda a los estudiantes conocimientos anatómicos detallados y relevantes basados en fuentes de Internet. Además de las ventajas de ChatGPT en la educación en anatomía veterinaria, también se deben considerar los desafíos y las limitaciones, como se destaca en esta carta. Se necesitan más investigaciones y evaluaciones para garantizar la integración óptima de la herramienta ChatGPT en la educación en anatomía veterinaria. ChatGPT puede proporcionar a los estudiantes información valiosa y apoyo educativo, pero no puede reemplazar las experiencias prácticas. Las sesiones de laboratorio basadas en disecciones siguen siendo esenciales para desarrollar habilidades prácticas y comprensión espacial en la educación de la anatomía veterinaria.

Evaluación del marcador tumoral (PSA) en suero sanguíneo para el diagnóstico de trastornos prostáticos caninos / Evaluation of the tumor marker (PSA) in blood serum for the diagnosis of canine prostatic disorders

Evaluar las concentraciones en suero de antígeno prostático especifico (PSA) en perros normales y con trastornos prostáticos. Método: Descriptivo observacional. Resultados: La concentración en suero de antígeno prostático especifico PSA libre y total conformado por cuarenta perros en estudio, se puede evidenciar que los perros sanos tienen una concentración máxima de 0.98 ng/ml, un mínimo de 0.03 ng/ml, con una media general de 0.36 ng/ml de PSA total, en cambio la concentración PSA libre de los animales sanos analizados nos determina un rango de concentración que va de 0.1 ng/ml a 0.82 ng/ml en sangre con una media total de 0.39 ng/ml. Conclusión: No se obtuvo un incremento de la concentración en suero de antígeno prostático libre y total debido a la baja especificidad de la prueba en sangre de acuerdo con los resultados señalados.

To evaluate serum prostate specific antigen (PSA) concentrations in normal and prostate disordered dogs. Methods: Descriptive observational. Results: Serum concentrations of free and total PSA in forty dogs under study showed that healthy dogs had a maximum concentration of 0.98 ng/ml, a minimum of 0.03 ng/ml, with an overall mean of 0.98 ng/ml. 03 ng/ml, with an overall mean of 0.36 ng/ml of total PSA, while the free PSA concentration of the healthy animals analysed determined a concentration range from 0.1 ng/ml to 0.82 ng/ml in blood with a total mean of 0.39 ng/ml. Conclusion: No increase in serum concentration of free and total prostate antigen was obtained due to the low specificity of the blood test according to the results reported.

Delivery anatomy kits help to keep practical veterinary classes during the COVID-19 pandemic.

To address the restrictions caused by the COVID-19 pandemic and to search for assistive learning tools for the subject of Animal Anatomy II and Applied Anatomy, 123 anatomical kits were prepared at the Animal Anatomy Laboratory for students of the Veterinary Medicine course at the University of São Paulo, Faculty of Animal Science and Food Engineering (FZEA/USP) in Pirassununga city, São Paulo, Brazil. The kits contained anatomical pieces for teaching splanchnology and topographic anatomy (two different classes), and they were elaborated based on effective preservation techniques for the preparation of animal anatomical pieces. At the end of each course, we sent an online questionnaire to the students for evaluation of the methodology used. Alternative methods were used to minimize the odour and non-generation of chemical or microbiological contaminants. The acceptance of the kits was unanimous with adherence by all the students, who had the opportunity to experience the Anatomy class in its entirety, without leaving their homes.

New virtual platform for teaching comparative animal neuroanatomy based on metameric slices of the central nervous system.

With the limitations imposed by the COVID-19 pandemic, new technologies were used as methods to continue teaching and learning activities. This scenario brought forth the need to develop online tools for teaching. Therefore, this research aimed to develop a digital platform linking the knowledge about the central nervous system (CNS) anatomy from feline, equine, and sheep models. The platform was produced from the analysis of a collection of mesoscopic slides made from the sequenced cross-section of the CNS of a feline, an equine, and a sheep. All sections were analysed and stained using the Paul-Wiegert modified technique. The platform was organized in four modules: (1) Neuroanatomy of the Central Nervous System; (2) Neuroanatomy of Feline; (3) Neuroanatomy of Equine; and (4) Neuroanatomy of sheep. For each module, an explanatory document in PDF was developed, as well as video lectures and a descriptive atlas identifying the structures present in the encephalon and in the cervical part of the spinal cord. Even though there are numerous online platforms that allow the study of veterinary anatomy of different species and organs, the veterinary neuroanatomy platform presented here is the first platform that conjointly addresses the CNS anatomy of felines, equines, and sheep. Future research applying this platform as an aid to the study of neuroanatomy by students, teachers, and veterinary professionals should validate its use as a complementary tool for teaching and learning animal neuroanatomy.

Students Satisfaction with the Use of PlayDoh® as a Tool to Actively Learn 3D Veterinary Anatomy More Accurately.

Understanding veterinary anatomy is an essential skill for the study of veterinary medicine as well as for diagnostic imaging and therapy. Dissection facilities are increasingly limited in some schools and its alternatives have often focussed on using two-dimensional images. However, the study of veterinary anatomy is mainly concerned with identifying structures and spatial relationships between them within a 3D space, and the use of 2D teaching approaches does not provide accurate information. We tested whether PlayDoh® student-built models could be an inexpensive potential tool beneficial to veterinary students learning anatomy in three distinct scenarios: (1) during a lecture, introducing a new concept; (2) during a flipped classroom approach where a video-podcast lecture was to be watched by the students prior to the lecture and (3) as a revision session where students brought their own questions and created, under supervision, their own models to respond to them. PlayDoh® sessions benefitted 172 first-year Veterinary Medicine and Animal Science students. The most accurate visualisation of anatomical structures in 3D was the principal benefit mentioned by the learners (35%). In addition, the learners noted that the technique would help with 'retention' (18%). According to the students' preferences, it was possible to create four groups: A, B, C and D. Group A encompassed the methodologies most liked by students and consisted of lectures, dissection and demonstrations. Group B included demonstrations and 3D modelling using PlayDoh®. Group C consisted of 3D modelling using PlayDoh®, books and online and, finally, group D included the methodologies least preferred by students, i.e. online and PBL. Our findings suggest that using 3D PlayDoh® modelling has potential as a method to enhance the learning of veterinary anatomy and may be most valuable to those students learning more complex subject areas that require a 3D teaching approach in practice. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-023-01892-y.

A Technical Note of Improvement of the Elnady Technique for Tissue Preservation in Veterinary Anatomy.

Teaching veterinary anatomy has been subjected to changes and restrictions that have promoted the development of new techniques for preserving organs and cadavers. The Elnady technique is a recent method for the conservation of tissues. Specimens produced with this technique are realistic, durable, soft, and flexible, but an undesirable feature is the discoloration of tissues. In the present study, we describe modifications of the Elnady technique for organ and tissue preservation. Specimens were prepared on the theoretical basis of the Elnady technique, but at low temperatures and with longer durations for the fixation, dehydration, glycerin impregnation and curing processes. Furthermore, the tissues were pigmented with a red vegetable pigment before dehydration or in the glycerin impregnation process. The results show high-quality specimens with minimal shrinkage and natural color aspects. The modified Elnady technique is adequate for producing specimens of better contrast for education purposes.

Skull of capybara (Hydrochoerus hydrochaeris) - morphometric parameters

Background: The capybara (Hydrochoerus hydrochaeris) is the largest rodent in the world. They are territorial animals,and live in social groups, commonly occurring in anthropized area, what has attracted the attention of researchers in relation to this animal species, since it is the host of the Amblyomma cajennese tick that transmits spotted-fever to humansand are responsible for severe impact on livestock and public health. The skull is a part of the axial skeleton that enclosingthe brain, sensory organs and digestive and respiratory structures. Moreover, the phenotypic appearance of the capybarahead depends on the shape of the skull. Thus, the aim of this study was to describe the reference values of cranial measurements of capybaras. The knowledge of morphometric parameters of skull is pivotal for veterinary treatment of pathologicalconditions and taxonomic affiliation.Materials, Methods & Results: Eight capybaras (Hydrochoerus hydrochaeris) skulls were used in this study, irrespectiveof age and sex. The skulls belonging to the anatomical collection of the Laboratory of Wildlife Anatomy and AnatomicalMuseum, Department of Anatomy, Universidade Estadual Paulista Júlio de Mesquita Filho, UNESP, Botucatu, São Paulo.A total of 35 morphometric parameters were performed using a digital caliper and 6 cranial indices were calculated. Allinvestigated features were expressed as mean ± standard deviation. Anatomically, capybara skull were elongated, rectanglelike and consisted of cranial and facial bones. The morphometric parameters were used to calculate the following craniometrics indices: skull index (57.86 ± 3.62), cranial index (50.49 ± 2.08), facial index (49.22 ± 3.82), basal index (33.98 ±0.86), nasal index (26.73 ± 3.1), and the foramen magnum index (149.61 ± 1.07). Moreover, the facial part length (mean137.90 mm) and cranium part length (mean 87.76 mm) also were calculated. The facial part...(AU)

Skull of capybara (Hydrochoerus hydrochaeris) - morphometric parameters

Background: The capybara (Hydrochoerus hydrochaeris) is the largest rodent in the world. They are territorial animals,and live in social groups, commonly occurring in anthropized area, what has attracted the attention of researchers in relation to this animal species, since it is the host of the Amblyomma cajennese tick that transmits spotted-fever to humansand are responsible for severe impact on livestock and public health. The skull is a part of the axial skeleton that enclosingthe brain, sensory organs and digestive and respiratory structures. Moreover, the phenotypic appearance of the capybarahead depends on the shape of the skull. Thus, the aim of this study was to describe the reference values of cranial measurements of capybaras. The knowledge of morphometric parameters of skull is pivotal for veterinary treatment of pathologicalconditions and taxonomic affiliation.Materials, Methods & Results: Eight capybaras (Hydrochoerus hydrochaeris) skulls were used in this study, irrespectiveof age and sex. The skulls belonging to the anatomical collection of the Laboratory of Wildlife Anatomy and AnatomicalMuseum, Department of Anatomy, Universidade Estadual Paulista Júlio de Mesquita Filho, UNESP, Botucatu, São Paulo.A total of 35 morphometric parameters were performed using a digital caliper and 6 cranial indices were calculated. Allinvestigated features were expressed as mean ± standard deviation. Anatomically, capybara skull were elongated, rectanglelike and consisted of cranial and facial bones. The morphometric parameters were used to calculate the following craniometrics indices: skull index (57.86 ± 3.62), cranial index (50.49 ± 2.08), facial index (49.22 ± 3.82), basal index (33.98 ±0.86), nasal index (26.73 ± 3.1), and the foramen magnum index (149.61 ± 1.07). Moreover, the facial part length (mean137.90 mm) and cranium part length (mean 87.76 mm) also were calculated. The facial part...

Descripción morfométrica de la anatomía externa e interna del Ambystoma mexicanum / Morphometric description of the external and internal anatomy of Ambystoma mexicanum

RESUMEN: El Ambystoma mexicanum o comúnmente llamado axolote, es un anfibio miembro del género Ambystoma que comprende 32 especies presentes desde el sur de Canadá hasta la región central de México. Actualmente esta especie se encuentra en peligro de extinción debido a cambios fisicoquímicos en su medio ambiente y la depredación por organismos introducidos en su hábitat. Dentro de las múltiples estrategias para su conservación se encuentran el desarrollo de programas de investigación, educación y desarrollo del manejo clínico. El objetivo del presente trabajo estuvo enfocado en obtener y analizar datos morfométricos acompañados por una descripción de la anatomía externa e interna de la especie Ambystoma mexicanum con el propósito de contribuir a su conservación. Por lo anterior, cinco ejemplares de la especie Ambystoma mexicanum de 2 años, criados en cautiverio, fueron estudiados para obtener valores morfométricos externos e internos utilizando un calibrador vernier, balanzas analíticas y rayos X. Los resultados de la observación externa mostraron el dimorfismo sexual característico de estas especies presentes en la zona peri cloacal, además, el análisis radiográfico permitió observar y señalar algunas estructuras óseas del esqueleto axial y apendicular. Los ejemplares presentaron un peso promedio de 31,6 g y una longitud de 15,7 cm. Los miembros anteriores mostraron una longitud de 2,92 cm y 2,8 cm en los miembros posteriores. El análisis de los órganos internos mostró que el corazón tiene un peso de 0,036 g y una longitud de 0,75 cm, los pulmones un peso de 0,019 g y una longitud de 2,6 cm, el estómago arrojó una longitud de 4,86 cm y el intestino 10,88 cm. En conclusión, los valores presentados en el presente trabajo sirven de referencia en futuros trabajos de investigación clínica veterinaria y manejo zootécnico del axolote para su conservación y preservación.

SUMMARY: The Ambystoma mexicanum commonly known as axolotl, is an amphibian and member of the genus Ambystoma which includes 32 species that can be found from southern Canada to central Mexico. Currently this species is in danger of extinction due to physicochemical changes in its environment and predation by organisms introduced into its habitat. Among the multiple strategies to aid in its conservation are the development of research programs, education and development of clinical management. The objective of this work is focused on obtaining and analyzing morphometric data accompanied by a description of the external and internal anatomy of the species Ambystoma mexicanum with the purpose of contributing to the conservation of this species. Therefore, five 2-year-old specimens of the Ambystoma mexicanum species, raised in captivity, were studied to obtain external and internal morphometric values using a vernier caliper, analytical balances and X-rays. The results of external observation showed the characteristic sexual dimorphism of these species present in the pericloacal zone. Furthermore, the radiographic analysis allowed to observe and point out some bony structures of the axial and appendicular skeleton. The specimens presented an average weight of 31.60 g and a length of 15.70 cm. The forelimbs showed a length of 2.92 cm and 2.8 cm in the hindlimbs. Analysis of the internal organs showed that the heart had a weight of 0.036 g and a length of 0.75 cm, the lungs a weight of 0.019 g and a length of 2.6 cm, the stomach had a length of 4.86 cm and the intestine 10.88 cm. In conclusion, the values presented in this work serve as a reference for future veterinary clinical research and zootechnical management of the axolotl for its conservation and preservation.

3D-printed model of the ovine stomach by surface scanning: evaluation for teaching veterinary anatomy / Modelo impreso en 3D del estómago ovino mediante escaneo de superficie: evaluación para la enseñanza de anatomía veterinaria

SUMMARY: This study investigated the use of fused deposition modeling (FDM), three-dimensional (3D) printed models, of the ovine stomach to learn surface and topographical anatomy. The objectives were: i) to faithfully reproduce the external morphology, the normal volume and the correct positioning of the four compartments of the stomach ii) to facilitate students the spatial visualization of the organ with emphasis on the complex relationship stomach-greater omentum. The model was built based on surface scanning. To obtain the images the ovine stomach was scanned using a 3D surface scanner. Assessment of the model was performed through surveys to first-year veterinary students after the practical sessions in which, they studied and compared both real and 3D-printed specimens. Regarding morphology no significant differences were reported, students were equally able to identify the different structures and compartments on the 3D-printed model. Understanding of both spatial position and relationship of the stomach with neighboring anatomical structures was easier achieved with the 3D-printed model. Other advantages of the 3D-printed model were handle-resistance and ease of handling, availability and reduction of animal specimens. We propose that 3D-printed ovine stomach by surface scanning is a valuable simple model to support learning of surface and topographical anatomy.

RESUMEN: Este estudio investigó el uso de modelos de modelos tridimensionales (3D), impresos mediante deposición fundida (FDM) del estómago ovino para aprender su anatomía superficial y topográfica. Los objetivos fueron: i) reproducir la morfología externa, el volumen normal y el correcto posicionamiento de los cuatro compartimentos del estómago ii) facilitar al alumno la visualización espacial del órgano con énfasis en la compleja relación estómago- omento mayor. El modelo se construyó basándose en un escaneo de superficie. Para obtener las imágenes, se escaneó el estómago ovino utilizando un escáner de superficie 3D. La evaluación del modelo se realizó mediante encuestas a estudiantes de primer año de veterinaria después de las sesiones prácticas en las que estudiaron y compararon especímenes tanto reales como impresos en 3D. En cuanto a la morfología, no se observaron diferencias significativas, los estudiantes fueron igualmente capaces de identificar las diferentes estructuras y compartimentos en el modelo impreso en 3D. La comprensión de la posición espacial y la relación del estómago con las estructuras anatómicas vecinas se logró más fácilmente con el modelo impreso en 3D. Otras ventajas del modelo impreso en 3D fueron la resistencia y facilidad de manejo, la disponibilidad y la reducción del uso de muestras de animales. Proponemos que el estómago ovino impreso en 3D mediante escaneo de superficie es un modelo simple y valioso para apoyar el aprendizaje de la anatomía superficial y topográfica.

A Unique Approach to Project-Based Learning (PjBL) in a Veterinary Anatomy Course.

INTRODUCTION: Project-based learning (PjBL) is a teaching methodology designed to engage students in solving real-world problems, acknowledging that students are active agents of their learning process. This methodology has historically been popular in architecture and industrial sciences; however, its use in teaching veterinary anatomy is scarcely published. METHODS: Using information and communication technologies, the PjBL methodology was implemented in a first-year veterinary anatomy course. The methodology included teamwork and the selection of a routine object in the veterinary clinic at the beginning of the academic semester. The project's goal was to analyze the object and associate it with both a domestic animal species and an anatomical region, along with making and presenting a video or a simulation model about the object. RESULTS: More than 80% of students prefer active learning classes compared to traditional classes. In addition, 66% and 86% of students indicate that PjBL allowed them to improve their understanding of theoretical content for the first and second years of post-implementation, respectively. Students' self-assessment indicates that more than 80% of the students (first and second year post-implementation) felt they were responsible for the execution of the project, able to conduct research, and able to develop autonomous learning skills. After 2 years of PjBL implementation, failure rates in the course decreased by 21%. DISCUSSION: In general, PjBL results show that veterinary students prefer active learning activities that allow them to learn in a team-based learning process as well as to develop soft skills such as self-learning, responsibility, and teamwork. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40670-021-01205-1.

Online veterinary anatomy education in the era of COVID-19 pandemic: pros and cons / Educación en línea de anatomía veterinaria en la era de la pandemia de COVID-19: ventajas y desventajas

SUMMARY: Consecutive waves of the COVID-19 pandemic made teaching and learning tasks harder for veterinary anatomy faculties and students worldwide compared to the prepandemic scenario. Online teaching has been triggered across several countries as a precautionary measure against COVID-19. Educational institutions are looking towards online learning platforms to continue educating the students, as many veterinary institutes have been shut down due to COVID-19. As with most teaching methods, online learning also has its own set of positives and negatives. This letter aims to highlight the pros and cons of online veterinary anatomy education in the COVID-19 pandemic period. In conclusion, prepandemic teaching has been effective and adaptable for veterinary anatomy students for a better learning process, whereas online teaching has major cons over a few pros.

RESUMEN: Las oleadas consecutivas de la pandemia COVID-19 han dificultado las tareas de enseñanza y aprendizaje para las facultades de anatomía veterinaria y para los estudiantes de todo el mundo en comparación con el escenario prepandémico. Se ha activado en varios países la enseñanza en línea como medida de precaución durante la crisis de la COVID-19. Las instituciones educacionales están buscando plataformas de aprendizaje en línea para continuar la enseñanza de los alumnos, debido a que muchos institutos veterinarios se han cerrado. Como ocurre con la mayoría de los métodos de enseñanza, el aprendizaje en línea también tiene su propio conjunto de aspectos positivos y negativos. Este estudio tiene como objetivo resaltar las ventajas y desventajas de la educación en anatomía veterinaria en línea en el período de la pandemia de la COVID-19. En conclusión, la enseñanza prepandemia ha sido eficaz y adaptable para los estudiantes de anatomía veterinaria para lograr un proceso mejor de aprendizaje, mientras que la enseñanza en línea tiene mayores desventajas.

Consequences of the COVID-19 pandemic on veterinary anatomy education in India / Consecuencias de la pandemia de COVID-19 en la educación en anatomía veterinaria en India

SUMMARY: As the world is struggling to cope with SARS-CoV-2, the aetiological agent of COVID-19, which has led to a global pandemic defying the geographical borders and putting the lives of billions at risk (Priyanka et al., 2020), the most critical question that remains to be elucidated by the faculty of education is whether the virtual mode of teaching will continue or we will be back to the pre-COVID scenario of teaching and learning. Being an assistant professor teaching veterinary anatomy to the students enrolled in the first-year Bachelor of Veterinary Sciences and Animal Husbandry (B.V.Sc. & A.H.), I felt it essential to comment on the impact of COVID-19 pandemic on anatomical education (Franchi, 2020) in India. The present situation of virtual education may impact the future of current veterinary students as practically they can't be sound just depending on theories.

RESUMEN: Mientras el mundo lucha por hacer frente al SARS-CoV-2, el agente etiológico del COVID-19, que ha provocado una pandemia mundial que desafía las fronteras geográficas y pone en riesgo la vida de miles de millones (Priyanka et al., 2020), la pregunta más crítica que deben dilucidar los docentes de la educación, es si la modalidad virtual de enseñanza continuará o volveremos al escenario pre-COVID de enseñanza y aprendizaje. Siendo profesor asistente de anatomía veterinaria, como docente de los estudiantes matriculados en el primer año de Licenciatura en Ciencias Veterinarias y Ganadería (BVSc. & AH), sentí que era esencial comentar sobre el impacto de la pandemia de COVID-19 en la educación anatómica en India (Franchi, 2020). La situación actual de la educación virtual puede afectar el futuro de los estudiantes de veterinaria actuales, ya que prácticamente no pueden contar con conocimientos sólidos dependiendo de las teorías.

Protocolo unificado de plastinación con silicona en frío y a temperatura ambiente / Unified plastination protocol with silicone at cold and room temperature

RESUMEN: En la actualidad, la técnica de plastinación es considerada una de las más novedosas formas de conservación cuerpos completos, secciones y órganos, tanto humanos como animales, para su uso en docencia de pre y postgrado, como así también investigación morfológica. En este sentido, para desarrollar las diversas técnicas de plastinación se requiere de equipamiento específico y formación especializada de académicos, que tengan la capacidad de llevar adelante la diversidad de protocolos que existen, según el material anatómico que se desee preservar. En el año 2015, desde el Laboratorio de Plastinación y Técnicas Anatómicas de la Universidad de La Frontera, se propuso por primera una nueva técnica de plastinación a temperatura ambiente, que permitió obtener preparaciones plastinadas de igual calidad que las técnicas clásicas de plastinación. En la actualidad, desde nuestro laboratorio, se propone un nuevo protocolo de plastinación con silicona que unifica las técnicas que se desarrollan en frío como así también a temperatura ambiente para la conservación de cuerpos humanos y animales completos, secciones anatómicas, regiones corporales, y órganos aislados.

SUMMARY: At present, plastination technique is considered one of the newest forms of conservation of whole bodies, sections and organs, both human and animal, for use in undergraduate and graduate teaching, as well as morphological research. In this sense, to develop the various plastination techniques requires specific equipment and specialized training of academics, who have the ability to carry out the diversity of protocols that exist, according to the anatomical material that is to be preserved. In 2015, from the Laboratory of Plastination and Anatomical Techniques of Universidad de La Frotera, a new plastination technique was proposed for the first time at room temperature, which allowed obtaining plastinated preparations of the same quality as the classic plastination techniques. At present, from our laboratory, a new protocol for plastination with silicone is proposed that unifies the techniques that are developed in cold as well as at room temperature for the conservation of complete human and animal bodies, such as as well as anatomical sections, body regions, and isolated organs.

Gincana anatômica - metodologia ativa no ensino-aprendizagem da Medicina Veterinária: relato de caso / Anatomy competition - active methodology in teaching-learning of Veterinary Medicine: case report

O presente trabalho descreve uma metodologia ativa para auxiliar o ensino-aprendizado na formação de profissionais mais capacitados e contribuir como modelo de estudo para alunos da disciplina de Anatomia Veterinária. A gincana foi realizada com a participação de alunos (n = 48) do primeiro semestre da Faculdade de Medicina Veterinária da Universidade Federal do Pará - Castanhal, no ano de 2018. A turma foi dividida nos grupos A e B, com 24 discentes em cada. O docente (mediador) informou as regras da atividade. Os representantes do grupo A foram alocados em cadeiras individuais de nº 1 a 24 em um lado da sala, o mesmo ocorreu para o grupo B, no lado oposto. A atividade foi iniciada pela dupla da cadeira nº 1 por grupo e finalizada pela dupla da cadeira nº 24. Cada dupla foi chamada pelo mediador da atividade a sentar nos dois bancos no centro da sala, e então foi realizado o ‘par ou ímpar com cada dupla para o vencedor escolher um balão pregado na parede da sala, estourar e direcionar o papel que estava no seu interior com as instruções da atividade a ser proposta pelo mediador. As atividades consistiam em 1) responder as perguntas, 2) realizar mímica e 3) participar da “caixa misteriosa”. As pontuações foram acerto (+) ou erro (-), conforme critérios preestabelecidos no papel no interior do balão. A utilização de MA despertou a curiosidade dos alunos, exigindo que eles adquirissem mais conhecimento para poder participar da atividade e apesar de haver restrições na análise de sua efetividade por se tratar apenas de aspectos extraídos da fala dos estudantes, a dinâmica educacional auxiliou no desenvolvimento de competências técnicas e humanísticas. A experiência realizada destaca a importância da difusão de técnicas ativas de ensino, especialmente, em instituições de ensino superior.(AU)

The aim of this study was the description of an active learning that can assist the teaching-learning process (TLP) in the formation of more qualified professionals, and to contribute as a study model for students of Veterinary Anatomy. A total of 48 first year students from the Faculty of Veterinary Medicine (Universidade Federal do Pará/Castanhal) participated in the game. The class was divided into groups A and B, with 24 students in each of them. The teacher (mediator) informed the rules of the activity. The representatives of group A were allocated individual chairs from number 1 to 24 on one side of the room, and the same occurred for group B on the opposite side. Each pair was called by the mediator to sit on two benches in the center of the room, and then a game of “odd or even” was played with each pair so that the winner could choose a balloon stuck on the wall of the room, pop it, and send the paper with the instructions of the activity to the mediator. The activities consisted of 1) answering the questions, 2) mimic, and 3) participate in the “mystery box”. The scores were hit (+) or error (-) according to pre-established criteria. The use of TLP aroused the students curiosity, demanding that they acquire more knowledge in order to participate in the activity. And although there are restrictions in the analysis of its effectiveness because it deals only with aspects extracted from the students speech, the educational dynamics helped in the development of technical and humanistic skills. Thus, the practice applied showed the importance of active learning techniques dissemination, mainly in higher education institutions.(AU)