This study investigated the ameliorative effect of Cocos nucifera (virgin coconut) oil on nickel chloride (NiCl₂)-induced testicular toxicity and sperm profile in adult male Wistar rats. Thirty (30) male rats were randomly assigned into five groups (n = 6 per group). Group 1 (control) received food and water only. Group 2 (NiCl₂-only) received 35 mg/kg of NiCl₂ orally for 21 days without treatment. Group 3 (Cocos nucifera oil-only) received 0.5 ml/kg of virgin coconut oil (VCO) for 21 days. Group 4 (post-treatment) received NiCl₂ (35 mg/kg) for 10 days, followed by VCO (0.5 ml/kg) for another 10 days. Group 5 (co-treatment) received both NiCl₂ (35 mg/kg) and VCO (0.5 ml/kg) concurrently for 21 days. At the end of the treatment period, body weight was recorded, and the animals were sacrificed via cervical dislocation. Blood, semen, and testicular tissues were collected for the evaluation of semen quality, testicular histology, collagen expression, male fertility hormones, and oxidative stress markers. Nickel chloride exposure significantly reduced semen quality, disrupted testicular histoarchitecture, increased collagen deposition, suppressed male fertility hormone secretion, and elevated oxidative stress levels. Conversely, administration of Cocos nucifera oil significantly restored body weight, improved semen parameters, normalized hormonal levels, preserved testicular histology, and reduced oxidative damage. These findings suggest that virgin coconut oil can serve as a natural, affordable, and effective supplement for managing nickel chloride-induced reproductive toxicity.
Anatomy and morphofunctional science courses are cognitively demanding components of health sciences curricula. Repeated enrollment in these courses may indicate accumulated academic difficulty and a need for timely support. This study described repeated enrollment, perceived academic difficulty, performance-related factors, and use of tutorial support among students enrolled in a summer morphofunctional anatomy course. An observational, descriptive-analytical, cross-sectional study was conducted at Universidad de Las Américas, Chile. An anonymous electronic questionnaire was sent to fifty-six enrolled students between 23 January and 2 February 2026. Fifty-four consenting responses were analyzed after excluding two non-consenting records. Ordinal variables were summarized using medians and interquartile ranges. Mann-Whitney U, Fisher exact and Spearman correlation tests were applied. Overall, 81.5% of students had previously taken the course at least once, and 18.5% reported repeated enrollment two or more times. Median perceived course complexity and difficulty understanding content were both 4 on a five-point Likert scale. Faculty-led tutoring was attended by 46.3% of students and peer tutoring by 20.4%, although 66.7% perceived tutoring as useful. Peer-tutoring attendance was associated with higher perceived complexity, higher difficulty in understanding course content, and higher combined academic difficulty. Findings suggest that tutorial support was mainly used by students who already recognized greater difficulty. Early identification and active referral to tutoring, supported by virtual learning environment indicators, may improve academic support in high-demand anatomy-related courses.
While generative artificial intelligence is transforming medical education, student-led use of AI tools for anatomy learning remains largely unexplored. This study investigated patterns and perceptions of AI usage among anatomy students to inform evidence-based integration strategies. A cross-sectional survey was conducted among 1,166 undergraduate students enrolled in Medicine, Allied Health, and Science programs at the University of New South Wales. The questionnaire assessed AI adoption rates, usage patterns, perceived helpfulness, and demographic associations. Quantitative data were analyzed using Chi-Square Tests, Fishers Exact Test, Moods Median Test and Analysis of Variance, while open-ended responses underwent thematic analysis. Overall, 64.9% of students used AI for anatomy learning, with significant program-specific variations. ChatGPT was the dominant platform (68.5%), primarily used for concept explanation and answering factual questions. Despite widespread adoption, students recognized AI’s limitations for visual and spatial learning tasks, with 81.3% also using non-AI digital anatomy resources such as 3D visualization platforms. Medicine and Allied Health students demonstrated higher adoption rates and more frequent use compared to science students, reflecting curricular differences. Nearly all students (97.7%) rated AI as at least somewhat helpful, though it was perceived as less useful for anatomy than for other subjects (90.8%). This study indicated that students strategically integrate AI with traditional and digital learning tools in a complementary manner, with usage patterns shaped by curricular context rather than technology alone. These findings provide foundational data for developing targeted educational interventions that leverage AI’s strengths while addressing its limitations through hybrid learning approaches.
Ultrasound (US) has emerged as a valuable adjunct in medical education, particularly in anatomy teaching, where it offers real-time, dynamic visualization of living structures. Although prior studies support the inclusion of ultrasound in preclinical training, little is known about the effects of early integration on learning outcomes and variability among students. A cross-sectional observational study was conducted at the University of Cádiz involving 212 medical students across six academic years. Students were categorized into Early Training (n=96, ultrasound integrated during the first year of anatomy) and Late Training (n=116, ultrasound provided later in the curriculum). Knowledge gains were assessed using pre-validated and post-training tests and a final theoretical examination. All ultrasound sessions yielded significant gains in anatomical knowledge, especially in vascular and cervical regions. No significant difference in mean final test scores was observed between groups (p=0.982), but the Early Training group demonstrated significantly higher score variability (SD=3.99 vs. 2.92), suggesting heterogeneous performance. Psychometric analysis showed acceptable reliability (KR-20=0.67; α=0.86). Most students preferred ultrasound instruction during the second year, citing cognitive overload in the first year. Early ultrasound integration appears to support anatomical learning and skill development, but its implementation should be progressive and carefully aligned with students’ cognitive load and curricular development. A phased, region-specific model focusing on low-complexity structures in the first year may improve feasibility and consistency in anatomy education.
Chemosensation is the biological process by which organisms detect chemical stimuli forming the basis for taste and smell perception. While vertebrate chemosensory systems traditionally center around olfactory and gustatory pathways, recent research has uncovered an auxiliary mechanism involving solitary chemosensory cells (SCCs). These specialized cells are dispersed throughout the various epithelial tissues, particularly near the taste buds and the olfactory epithelium, as well as extending into the respiratory and gastrointestinal tracts. SCCs exhibit remarkable structural and functional diversity across taxa. In the aquatic vertebrates, chemosensory cells are found both internally and externally, enabling detection of various waterborne molecules. Originally identified in fish, SCCs have since been observed in a wide range of species including rodents, amphibians, reptiles, bovines and humans. In mammals, they play a pivotal role in sensing irritants and triggering protective reflexes such as coughing and sneezing while also contributing to immune responses and appetite regulation. This review synthesizes current insights into the morphology, distribution and physiological roles of SCCs, highlighting their significance in chemosensory perception and their broader impact on homeostasis and adaptive behavior.
