The preservation of animal organs for educational and anatomical research purposes has traditionally relied on formaldehyde, a compound known for its effectiveness but also for its high toxicity. In the study conducted at the Animal Anatomy Laboratory of the Central University of Ecuador, an alternative technique was implemented using solutions composed of ethyl alcohol, acetic acid, sodium chloride, sorbic acid, and propylene glycol, aiming to develop a safe and effective preservation method. Organs from bovine, canine, porcine, and avian sources were used. Throughout the 6-and 18-month observation periods, no microbiological contamination, particularly fungal growth, was detected in bovine (heart and kidneys) and canine (heart with trachea and lungs) specimens. The combination of ethyl alcohol as a dehydrating agent, propylene glycol as a humectant, and acetic acid as a preservative contributed to reducing health risks for laboratory personnel minimizing environmental impact. However, the technique yielded suboptimal results with avian and porcine organs, with microbial contamination linked to sourcing from small-scale retail markets. Consequently, the alcohol-propylene glycol method considered a viable option for animal organ preservation, provided that certain measures are adopted to ensure its effectiveness, such as regular microbiological environmental monitoring and sourcing organs from certified slaughterhouses that maintain cold chain and traceability standards
The study of dental morphology important in dentistry, particularly in endodontics. Previous reports have documented considerable variability, which mainly attributed to ethnicity. The aim of this study was analyze the maxillary first premolars of a Mexican Maya and non-Maya population using cone beam computed tomography (CBCT). Observational, retrospective, crosssectional study using cone beam computed tomography from the Department of Radiology at the Autonomous University of Yucat & aacute;n. A total of 442 CBCT scans were included that had both maxillary first premolars that met the inclusion criteria. The data obtained were organized and analyzed using Chi2. In this analysis 66.52 % (588/884) were single-rooted; 33.14 % (293/884) were double-rooted, and 0.33 % (3/884) were triple-rooted. The presence of two canals predominated in the sample. Statistical analysis showed significant differences between the Maya and non-Maya groups. Vertucci type I predominated internally and the frequency of bilateral root symmetry was 86.65 %. Previously reported data related to the number of roots and canals, as well as internal distribution and bilateral root symmetry in the dental literature, correspond to the global distribution of populations according to ethnicity reported in the anthropological literature. The canals of the single-rooted maxillary first premolars vary more than the multi-rooted ones. The reported differences are attributed to techniques, geographical distribution, and ethnicity. The presence of a single root, two canals, and Vertucci type I predominated. Single-rooted first premolars showed greater variability, while 100 % of multi-rooted teeth had a single canal in each root. Bilateral root symmetry was high. Statistically significant differences were found between the Maya and non-Maya groups.
Academic tutoring has been consolidated as una support strategy for high complexity courses in the health sciences. este Its impact depends on students' perceptions and the methodological quality of its implementation. A quantitative, descriptive crosstanto sectional study was conducted with 47 first-year Kinesiology students deat the Universidad de Las Am & eacute;ricas (Chile) during 2024. A 10-item deLikert-scale questionnaire (1 to 5), validated by experts and showing adequate internal consistency (a = 0.86), was applied. The instrument assessed dimensions related to methodology, feedback, curricular alignment, self-confidence, and satisfaction. Students positivelyTe evaluated the tutoring experience, highlighting teacher feedback = 4.34; SD = 0.80), face-to-face methodology (M = 4.27; SD = and overall satisfaction (M = 4.23; SD = 0.85). Peer recommendation achieved the highest score (M = 4.42). In contrast, peer feedback (M = 3.85; SD = 1.10) and self-confidence (M = 3.80; SD = were rated lower. The findings support the structured incorporation of tutoring as a pedagogical reinforcement strategy in demanding courses, suggesting that strengthening socio-emotional collaborative components may increase its effectiveness. Tutoring is perceived as an effective, feasible, and replicable pedagogical resource in health sciences programs. Its systematic implementation and periodic evaluation could foster meaningful learning, enhance student self-confidence, and promote academic retention.
This study analyzes the emerging use of artificial intelligence tools by medical students during the study of human anatomy subject, within the context of a new medical school ,located in the far north of Chile. A structured survey was applied awith closed, ordinal, and Likert scale questions, aimed at first year students during the second semester of 2024. The objective was assess perceptions, frequency of use, perceived benefits, and emp & iacute;ricosrelatioship between artificial intelligence and the bioethical and medicinagender approaches in anatomical education. The results reveal spontaneous and growing use of generative artificial intelligence delmodels, such as ChatGPT (R), Gemini (R), and Claude (R), used as complement to traditional and digital resorces, including printed haciaatlases, 3D software, and virtual reality devices. Agenerally positive evoluci & oacute;nperception was observed regarding the impact of these technologies on the understanding of human morphology. However, gaps were human & iacute;sticasidentified in the curricular integration of content related to bioethics integraci & oacute;nand gender, especially in terms of critical reflection on the use g & eacute;nero,artificial intelligence in anatomical study contexts. Likewise, integral important differences were found in the perception of these approaches according to the gender of the respondents. The discussion enexplores the implications of synchronous artifical intelligence integration in virtual reality, augmented reality, and extended reality resenciaplatforms, such as the case of 3D Organon (R), which incorporates laintelligent tutors and inmersive collaborative environments. This Elphenomenon opens up new pedagogical possibilities,etyalso raises elethical and formative challenges that require institutional attention. considerarThe findings suggest an urgent need to strengthen the humanistic elapproach in anatomy teaching and promote the development of pedag & oacute;gicascritical, equitable, and contextualized medical education in response estetothe advancement of artificial intelligence.
This study analyzes the 1st National Colloquium "Disciplinary Foundations of Kinesiology" as formative and epistemic production device. Using a mixed approach, participants' perceptions were examined through openended responses, supported by graphical representations and clouds. Findings reveal sustained reflective openness, characterized by active participation, strong communicative clarity, and high disciplinary relevance. However, limitations were identified in epistemological articulation, with predominance of intermediate levels in critical dialogue and partial integration of knowledge. Additionally, the understanding of epistemic injustice and the projection of the event remain transitional stage between recognition and transformative action. It is concluded that the colloquium represents a relevant space for disciplinary reflection; nevertheless, challenges persist consolidating critical epistemic agency and achieving a coherent integration of kinesiology's foundational principles.
