La ética médica necesita la difusión del profesor Gonzalo Herranz / Medical ethics needs the diffusion of professor Gonzalo Herranz

Quien ha conocido al Prof Gonzalo Herranz Rodríguez participa de un común sentir en el que se entre-mezclan respeto y admiración transmitidos desde una personalidad natural y sencilla. Generaba una nota-ble capacidad de atracción. En el amplio campo de la bioética ha dejado un ejemplo indeleble de apasiona-do y tenaz defensa de la verdad científica, tanto en las múltiples facetas que marcan la cotidianidad de laactuación médica respecto al enfermo, como en su claro liderazgo internacional cuando fue preciso señalardónde se encontraba la autenticidad en los hallazgos biológicos sobre los primeros estadios del embriónhumano que luego permiten garantizar la correcta actuación médica. Su tenaz esfuerzo en la búsqueda dela verdad científica junto a la defensa de una actitud de cercanía y de humanidad con el enfermo, proveníatanto de su rigor en el estudio de la enfermedad como en sus dotes de fina observación que le permitíanhallar soluciones, mezcla de ciencia y humanidad, a las mil incidencias de actuación médica. Por ello, se venecesaria la difusión de sus trabajos ya que constituyen una referencia que marca el nivel de calidad quees exigible para la correcta actuación médica.(AU)

Those who knew Prof. Gonzalo Herranz Rodríguez share a common feeling in which respect and ad-miration are intermingled, transmitted from a natural and simple personality. He generated a remarkablecapacity for attraction. In the broad field of bioethics he has left an indelible example of passionate andtenacious defence of scientific truth, both in the multiple facets that mark the daily life of medical actionwith respect to the sick, and in his clear international leadership when it was necessary to point out whereauthenticity was to be found in the biological findings on the first stages of the human embryo that la-ter enable correct medical action to be guaranteed. His tenacious effort in the search for scientific truth,together with his defence of an attitude of closeness and humanity towards the patient, stemmed bothfrom his rigour in the study of illness and his gifts of fine observation that allowed him to find solutions,a mixture of science and humanity, to the thousand incidences of medical action. For this reason, it is ne-cessary to disseminate his work, as it constitutes a reference that marks the level of quality that is requiredfor correct medical action.(AU)

Sperm origin impact on early human embryo kinetics / El origen del gameto paterno influye en la cinética embrionaria temprana

Introduction: Time-lapse imaging in embryology is a recent and developing technology, which not only allows constant embryo monitoring but is also a promising non-invasive tool for embryo selection, as it permits the annotation of the embryo's kinetics throughout early development. Several external factors together with patient characteristics are reported as affecting embryo kinetics. Controversy still exists regarding whether sperm origin affects the timing of the embryo's developmental events evaluated by time-lapse monitoring. The aim of this study is to examine the effect of sperm origin on embryonic kinetics in IVF cycles. Material and methods: A retrospective analysis of 161 IVF cycles between 2014 and 2020 were included. The morphokinetic parameters of 220 embryos obtained from couples with severe male factor infertility who underwent testicular sperm extraction (TESE), and 613 embryos from couples with fresh ejaculated spermatozoa were evaluated. Results: Statistically significant morphokinetic differences were observed between embryos from the TESE group compared to the normozoospermic embryos. In fact, 7 kinetic variables were eventually found to be relevant (p<.05). Conclusions: This study showed that embryos derived from testicular-retrieved spermatozoa presented delayed cell divisions, compared to ejaculated spermatozoa embryos.(AU)

Introducción: La tecnología time-lapse en embriología es una metodología de aplicación reciente en los laboratorios de fecundación in vitro (FIV), que además de la monitorización continua de los embriones, permite realizar anotaciones sobre la morfología y la cinética del desarrollo embrionario que pueden emplearse en la selección de embriones. Se ha descrito que la cinética de los embriones en cultivo varía en función de múltiples factores, como la estimulación ovárica, los medios de cultivo empleados, las condiciones de cultivo, etc. Se desconoce cuál es el efecto paterno en la cinética embrionaria y si este efecto depende del origen de los espermatozoides. El objetivo de este estudio es evaluar el efecto del origen de los espermatozoides sobre la cinética embrionaria en los ciclos FIV. Material y métodos: Para ello, se analizaron retrospectivamente 161 ciclos de FIV entre los años 2014 y 2020. Se incluyeron 220 embriones de parejas con infertilidad por factor masculino severo que se sometieron a una biopsia para la recuperación de esperma testicular (TESE) y 613 embriones derivados del eyaculado fresco de varones normozoospérmicos. Resultados: Se observaron diferencias estadísticamente significativas entre los embriones que se originaron en el grupo TESE, en comparación con los normozoospérmicos. De hecho, se encontraron siete variables cinéticas relevantes (p<0,05). Conclusiones: Este estudio muestra que los embriones derivados de espermatozoides recuperados por biopsia testicular presentan un patrón de división tardío, en comparación con los embriones provenientes de espermatozoides del eyaculado.(AU)

Covid 19: adaptando el laboratorio a la nueva normalidad / Covid 19: adapting the laboratory to the new normal

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Retención del conocimiento: embriología histológica / Retention of knowledge: Histological embryology

INTRODUCCIÓN: La embriología es la ciencia que estudia el desarrollo morfológico desde la concepción hasta el nacimiento. Se decide realizar esta investigación para evaluar la retención de conocimientos de los estudiantes de medicina con relación a la memorización de placas histológicas en la catedra de embriología. METODOLOGÍA: Estudio descriptivo transversal cuantitativo-cualitativo de muestra no probabilística por conveniencia. Se aplica un examen a 94 estudiantes del 5.° año de la carrera de medicina, donde se evaluó el conocimiento con relación a 12 placas histológicas en el cual se pregunta: corte, estructura enfocada y estructura señalada, posteriormente respondieron una serie de preguntas cualitativas. RESULTADOS: El 100% de los estudiantes reprobaron el examen; el puntaje medio fue de 5,53 ± 6,84, con un puntaje máximo de 33 de 100. DISCUSIÓN: La enseñanza por microscopia es una técnica pedagógica muy común, pero muchas veces incide en su descontextualización científica y existe un déficit significativo al estudiar la población de manera retrospectiva, reflejándose en la cantidad de comentarios negativos, por lo que no se recomienda la evaluación memorística de placas histológicas por su baja retentiva a largo plazo

INTRODUCTION: Embryology is the science that studies morphological development from conception to birth. The aim of this study was to evaluate the retention of knowledge of medical students in relation to memorising histology slides in the embryology department. METHODOLOGY: Quantitative-qualitative cross-sectional descriptive study of non-probabilistic convenience sample. A total of 94 fifth year medical students sat an examination in which knowledge was evaluated in relation to 12 histology slides in which they asked about the, cut, focused structure, and indicated structure. They then answered a series of qualitative questions. RESULTS: All (100%) of the students failed the exam. The mean score was 5.53 ± 6.84, with a maximum score of 33 of 100. DISCUSSION: Teaching by microscopy is a very common pedagogical technique, but it often impinges on its scientific decontextualization, and there is significant deficit when studying the population retrospectively. This is reflected in the amount of negative comments. Thus, assessing memory retention using the evaluation of histology slides is not recommended due to its long-term retention

Recomendaciones para el mantenimiento de equipos en el Laboratorio de Andrología y Embriología. Segunda parte. Equipos auxiliares / Recommendations for the maintenance of equipment in the Andrology and Embryology Laboratory. Second part. Auxiliary equipment

Segundo de la serie de la Comisión de Andrología y Técnicas de Reproducción Asistida elaborada para facilitar el correcto mantenimiento, control y ajuste de los equipos que se utilizan en el Laboratorio de Andrología y Embriología. Se centra en los equipos auxiliares que dan soporte a los diferentes procesos de reproducción asistida. Incluye un programa de control para equipos de seguimiento y medición con frecuencias de revisión y criterios de aceptación

The second in the series of the Committee of Andrology and Techniques of Assisted Reproduction Committee, is prepared in order to carry out the correct maintenance, control and adjustment of the equipment used in the Andrology and Embryology laboratory. It focuses on the auxiliary equipment that supports the different processes of assisted reproduction. It includes a control program for monitoring and measuring equipment with revision frequencies and acceptance criteria

Uso del término 'preembrión' en la literatura biomédica desde su origen hasta la actualidad / Use of the term 'pre-embryo' in the biomedical literature from its origin to the present

En este artículo se realiza un estudio del uso del término "preembrión" desde su origen en junio del año 1979 hasta el final del año 2014 tanto en la literatura científica como la bioética. Se compara su evolución en el tiempo con otros términos usados corrientemente en la embriología. Así mismo, se estudia cuáles son las revistas en las que más aparece este término, su índice de impacto dentro de las revistas de su ámbito y cuáles son los autores que más lo emplean. El término "preembrión" surge en la literatura científica en 1979, permaneciendo durante unos 6 años sin volver a aparecer en la bibliografía científica. Después, tras un aumento de artículos que abarca la década de los años 90 empieza a decrecer su uso sin haber llegado a desaparecer del todo. Este estudio pone además en evidencia que el uso de la palabra "preembrión" no se ha incrementado con el paso del tiempo; al contrario, cada vez es menos utilizada en la literatura biomédica. Esto no sucede con otros términos que denominan al embrión antes de la implantación, que no han cesado de aumentar durante estos años, tanto referido a la especie humana y a otras especies animales. Así mismo, esta palabra tiene un uso hipertrofiado en seres humanos sin un motivo aparente, lo cual avalaría el carácter artificial de este término. Por último, el término «preembrión» aparece muy poco en revistas del área de biología de la reproducción pero sí lo hace en las de obstetricia y ginecología, donde se publican muchos artículos sobre reproducción asistida. En conclusión, en vez de sustituir a clásicos términos embriológicos, la palabra "preembriór" parece no afectar el uso de ellos y en las discusiones actuales sobre la condición humana del embrión ya no es utilizado este término

In this article, we present a review about the use of the term "preembryo" in the scientific literature as well as Bioethics from its origin, back in June 1979, to the end of the year 2014. We analyze their evolution along the time comparing with other terms commonly used in embryology. Also, we show the relevant journals in which this term appears, (offering the impact index within their specific field), and the authors who use it the most. The term «preembryo» arose in the scientific literature in 1979, remaining for about 6 years without reappearing in the scientific literature. Then, after an increase of articles, that covers the 90’s decade, began to decrease its use without having disappeared altogether. Our study also shows that the use of the word preembryo» has not increased with the passage of time; on the contrary, it is becoming less used in the biomedical literature. This does not occur with other terms that name the embryo before implantation, which have not ceased to increase during these years, both referring to the human species and other animal species. Finally, the term "pre-embryo" appears very little in journals related to the reproduction biology area, but it does so in obstetrics and gynecology, where many articles on assisted reproduction are published. Our findings suggest that, instead of replacing classical embryological terms, the word "preembryo" does not seem to affect the use of them. Likewise, this word has a hypertrophied use in humans without an apparent reason, which would support the artificial nature of this term. Finally, the term "pre-embryo" appears very little in journals of reproduction biology area, but it does so in obstetrics and gynecology, where many articles on assisted reproduction are published. In conclusion, instead of substituting classical embryological terms, the word "pre-embryo" does not seem to affect the use of them and in the current discussions about the human condition of the embryo this term is no longer used

Embryology and Teratology in the Curricula of Healthcare Courses

Significant changes are occurring worldwide in courses for healthcare studies, including medicine and dentistry. Critical evaluation of the place, timing, and content of components that can be collectively grouped as the anatomical sciences has however yet to be adequately undertaken. Surveys of teaching hours for embryology in US and UK medical courses clearly demonstrate that a dramatic decline in the importance of the subject is in progress, in terms of both a decrease in the number of hours allocated within the medical course and in relation to changes in pedagogic methodologies. In this article, we draw attention to the need to provide within medical and dental curricula a universally accepted terminology for embryology and teratology, to develop core syllabuses and, in addition to providing professional training, to follow the practice of university education in taking students to the frontiers of knowledge. We also discuss different ways of teaching and assessing embryology and teratology, preferring to see the employment of practical methodologies, and we highlight problems related to the poor attitudes of students towards the perceived clinical relevance of embryology and teratology

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Explicación ontogénica para la asociación entre dehiscencia del tegmen tympani y dehiscencia del canal semicircular superior / Ontogenetic explanation for tegmen tympani dehiscence and superior semicircular canal dehiscence association

Objetivos: Analizar la ontogenia del canal semicircular superior y del tegmen tympani y determinar si hay factores embriológicos comunes que expliquen la dehiscencia asociada de ambos. Métodos: Se han analizado 77 series embriológicas humanas de edades comprendidas entre las 6 semanas y recién nacidos. Las preparaciones estaban cortadas en serie y teñidas con la técnica de tricrómico de Martins. Resultados: La prolongación tegmentaria del tegmen tympani y el canal semicircular superior se originan de la misma estructura, la cápsula ótica, y poseen el mismo tipo de osificación endocondral; mientras que la prolongación escamosa del tegmen tympani se desarrolla desde la escama del temporal y su osificación es de tipo directa o intramembranosa. En la osificación de la prolongación tegmentaria colaboran los núcleos de osificación de los canales semicirculares superior, externo y accesorio del tegmen, los cuales por crecimiento se extienden hasta la prolongación tegmentaria, este hecho sumado a que ambas estructuras comparten una capa común de periostio externo podría explicar la coexistencia de falta de cobertura ósea en el tegmen y en el canal. Conclusión: El desarrollo del canal semicircular y tegmen tympani podrían explicar las causas de la asociación de ambas dehiscencias (AU)

Objectives: To analyze the ontogeny of the superior semicircular canal and tegmen tympani and determine if there are common embryological factors explaining both associated dehiscence. Methods: We analyzed 77 human embryological series aged between 6 weeks and newborn. Preparations were serially cut and stained with Masson's trichrome technique. Results: The tegmental prolongation of tegmen tympani and superior semicircular canal originate from the same structure, the otic capsule, and have the same type of endochondral ossification; while the extension of the squamous prolongation of tegmen tympani runs from the temporal squama and ossification is directly of intramembranous type. The nuclei of ossification of the superior and external semicircular canals and accessory of tegmen collaborate in the ossification of the tegmental extension and by growth extend to the tegmental prolongation. This fact plus the fact that both structures share a common layer of external periosteum could explain the coexistence of lack of bone coverage in tegmen and superior semicircular canal. Conclusion: The development of the semicircular canal and tegmen tympani could explain the causes of the association of both dehiscences (AU)

Embriología y «ciencia oficial»: la aportación de la escuela anatómica de José Escolar a la embriología durante el primer Franquismo (1939-1959) / Embryology and 'official science': the contribution of the anatomical school of José Escolar to embryology during the first Francoism (1939-1959)

En el presente trabajo se hace un análisis de la aportación de la escuela anatómica de José Escolar (1913-1998) a la embriología durante las dos primeras décadas de la dictadura franquista. Se hace un especial énfasis en el proceso por el que, gracias al apoyo del naciente CSIC, el grupo español contactó con la morfología alemana que estaba desarrollando Hugo Spatz (1888-1979) en el Max Planck-Institut für Hirnforschung. A través de nuestro estudio se constatan las diversas influencias que terminaron por dibujar la anatomía y embriología de Escolar. En España, detectamos una influencia directa de la morfología gegenbauriana de Gumersindo Sánchez-Guisande (1894-1976) así como de la neuroanatomía de Juan José Barcia Goyanes (1901-2003), llena de referencias a la obra de Braus. Los contactos internacionales de los «escolarianos» —con la ciencia estadounidense primero y posteriormente con la alemana— constituyeron un grupo de trabajo homogéneo con una anatomía única (funcional y ontofilogénetica) pero con unos intereses investigadores tan amplios que obligaron a subespecializarse al equipo. Fruto de una intensa relación con la comunidad anatómica alemana, durante los años 50 fueron apareciendo una serie de importantes trabajos embriológicos entre los que destacan los que realizó Escolar sobre el desarrollo de la amígdala y el allocórtex, los de Fernando Reinoso sobre la embriología del diencéfalo y los descubrimientos de Víctor Smith Agreda junto a Rudolf Diepen sobre el desarrollo del sistema hipotálamo-hipofisario (AU)

In this paper, we analyse the contribution of the anatomical school of José Escolar (1913-1998) to embryology during the first two decades of the Francoist dictatorship. Special attention is paid to the process by which the Spanish group, with the support of the new Superior National Research Council, made contact with the German morphology being developed by Hugo Spatz (1888-1979) at the Max Planck-Institut für Hirnforschung. Our study reveals the numerous influences that finally led to the anatomy and embryology of Escolar. In Spain, we found a direct influence of the Gegenbaurian morphology of Gumersindo Sánchez Guisande (1894-1976) and the neuroanatomy of Juan José Barcia Goyanes (1901-2003), full of references to studies by Braus. International contacts of the «Escolarian group», first with North America and then with Germany, created a homogeneous group with a single anatomy (functional and ontophylogenetic) but with so many research interests that subspecialisations had to be developed. An important embryological work resulted from an intense relationship with the German anatomical community during the 1950s. Escolar worked in this field on the development of the amygdala and allocortex, Fernando Reinoso studied the embryology of the diencephalon and Smith Victor Agreda, along with the German scientist Rudolf Diepen, made some important discoveries on the development of the hypothalamic-pituitary system (AU)

La lucha por la supervivencia de la embriología en una institución privada en la España del siglo XX: las crisis del Institut Biológic de Sarriá / The struggle for survival of embrryology in a private institution in the 20th century Spain: the crisis of the Institut Biológic de Sarriá

Durante el primer tercio del siglo XX, el jesuita Jaime Pujiula Dilmé (1869-1958) dominó con una autoridad casi clásica el cultivo de la embriología en nuestro país. El gran éxito de su proyecto personal, el Institut Biològic de Sarrià, sufrió un primer revés durante la II República con la llegada del gobierno de Azaña al poder. La Compañía de Jesús fue disuelta y sus bienes confiscados. El religioso, no obstante, fue capaz de solventar esta crisis mediante un acuerdo con la Societat Medicofarmacèutica dels Sants Cosme i Damiá, en cuyas dependencias volvió a montar su instituto. Más difícil resultó sobrevivir a la crisis vivida durante la Dictadura Franquista. La edad del Padre y su fuerte personalidad, autoritaria y personalista, dificultó la creación de una escuela a su alrededor. El medro de uno de sus colaboradores, el Padre Joan Puiggrós Sala (1899-¿?), significó la desaparición progresiva de la embriología en el centro y la ocupación del nicho que ésta iba dejando por la bacteriología aplicada, mucho más rentable económicamente en aquellos tiempos de penurias (AU)

During the first third of the twentieth century, the catalan jesuit Jaime Pujiula Dilmé (1869-1958) dominated with an almost classical authority the cultivation of embryology in Spain. The great success of his personal project, the "Institut Biològic de Sarrià", suffered a first setback in the II Republic with the arrival of Azaña's government to power. The Society of Jesus was dissolved, and their property confiscated. Pujiula, however, was able to overcome this crisis with an agreement with the Societat Medicofarmacèutica dels Sants Cosme i Damiá, in whose offices he remounted his institute. More difficult was to survive the crisis experienced during the Francoist dictatorship. The age of the director and his tough personality, authoritarian and personalistic, hindered the creation of a school around him. The thrive of one of his aides, Father Joan Puiggrós Sala (1899-¿?), meant the phasing of embryology in the center and the occupation of it niche by his specialty, applied bacteriology, more economically profitable in those troubled times (AU)

Bioquímica y embriones. La obra embriológica de José María Genis Gálvez (1924-2003) durante la dictadura franquista / No disponible

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A digital tool for three-dimensional visualization and annotation in Anatomy and Embryology learning

Mental representation and proper understanding of the three-dimensional structure of the human body is commonly challenging to the learner. Advances in computing science hold promise to significantly contribute to scientific visualization, including three-dimensional visualization of anatomical structures. This paper describes the implementation of a computer application designed for addressing two major aspects of anatomy education, namely (i) effective three-dimensional visualization for classroom or laboratory demonstration, and (ii) exploration and annotation for personal, self-directed learning. The digital tool presented here relies on a polygon mesh surface rendering technique to represent anatomical scenes which the user can navigate by translating or rotating the viewing direction. A stereoscopic, anaglyph view mode is also provided to increase depth perception within the scene. Colouring and opacity change operations enable the user to modify the appearance of rendered models, which also can be removed and retrieved as needed during the session. All changes to the scene can be saved to file and retrieved at a later time. The graphical and textual annotation features included in this application enable the user to enrich structural information in the anatomical scene with personal input. An overview is provided of potential uses of this tool in anatomy and embryology learning (AU)

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¿Cor triatriatum dexter en la edad adulta? / Cor triatriatum dexter in adults?

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Quistes de rafe medio. Aportacion de dos casos revisión de laliteratura / Median Raphe Cyst. Report of two cases and literature review

OBJETIVOS: Presentar dos casos de quistes de rafe medio, uno de localización peneana y otro perineal.MÉTODO: Se diagnostican y describen dos casos de quiste de rafe medio, a uno se aplicó tratamiento quirúrgico y el segundo no precisó de tratamiento alguno.RESULTADOS: La intervención quirúrgica del paciente operado no tuvo complicaciónes y a los dos años de la misma estaba asintomático y sin recidiva.CONCLUSIÓN: Los quistes de rafe medio son poco frecuentes; es una patología benigna y su etiología no está completamente aclarada. Su tratamiento consiste en la exéresis simple(AU)

OBJECTIVES: To report 2 cases of median raphe cysts, 1 in the penis and the other in the perineum.METHOD: Two cases of median raphe cyst are described; the first was treated by surgery and the second required no treatment.RESULTS: The surgical patient experienced no complications and was asymptomatic with no recurrence at 2 years.CONCLUSIONS: Median raphe cysts are a rare, benign condition of uncertain etiology. Treatment consists on simple excision(AU)

Anatomy teaching to physiotherapy students: Preliminary study in the European higher education area setting

The integration of the Spanish university system within the European Higher Education Area implies a change in the current educational model towards a more flexible system that establishes the equivalence of degrees and encourages greater competition among courses. In this system, students will be expected to make a greater contribution to real learning in order for it to be more useful in their future professional activity. These changes will involve new student-teacher relationships, new methodologies, new teaching strategies and different evaluation systems. The success of this project will depend on a thorough knowledge of the present state of the courses that we teach. This is the first study to address the current state of human anatomy and embryology learning in the physiotherapy degree course. The analysis was performed in first-year students and focussed on the subject designated the structure and function of the human body, skeletal and muscle system anatomy at the Universities of Almería and Jaén. Student opinions were sought on the appropriateness of these subjects to their degree, on the methods used in practice and theory classes and on the evaluation and tutorial systems. Results obtained were similar between the two universities included in this study and indicated that: 1) students have a good opinion of the usefulness of the subject contents in human anatomy and embryology, 2) students prefer the new technologies to traditional educational systems, and 3) students have a positive appreciation of written examination versus oral examination or continuous continuous assessment. These findings will assist teachers of anatomy and embryology to establish approaches to improve the quality of learning in the setting of the European Higher Education Area (AU)

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Anatomical teaching for medical students from the perspective of European Union enlargement

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Self-directed learning in the Gross Anatomy medical curriculum

The Medical School of the University of Castilla-La Mancha (UCLM) in Albacete is the most recentSchool of Medicine approved in Spain. The Institutionwas launched in the academic year 1998-99 with the specific aim of implementing educational innovations in the medical curriculum. The ultimate goal is to provide future doctors with the competences and skills for medicalpractice among the people of the region of Castilla-La Mancha, and Spanish society in general, by providing the means for easy integration into the job market of our society. The medical curriculum at UCLM, as in any other medical school in the country, is six years long and is divided into a basic sciences part (first to third years) and clinical sciences part (fourth to sixth years). Theteaching method of the UCLM Medical School departs from most Medical Schools in Spain by incorporating the most recent educational trends and technological advances, lead and directed by a Medical Education Unit. The UCLM Medical School organizes its medical curriculum accordingto two different, but not mutually exclusive, educational approaches: 1. self-directed learning, organized in modules of objectives (basic sciences), and 2. problem-based learning (PBL, for the clinical sciences). The ultimate goal of the curriculum is an integration of basic and clinical disciplines, both among courses in each year of the medical curriculum and among the different years of the degree at both the preclinical and clinical levels. Likewise, maximal interaction between Faculty and students is strongly encouraged, and indeedfacilitated by restricting the number of new studentsper year to a maximum number of 80, divided into four groups of 20 students (basic sciences), and 6 students in the clinical sciences. Gross Anatomy courses are given in the first and second years. During the first year, the locomotor system is presented as a 10-credit course(one credit equals 10 hours of teaching activity). During the second year, Anatomy and Embryology are integrated as a single course, along with Physiology and Histology, comprising 70 credits altogether. In both instances, the contents are organized into modules of objectives two tothree weeks long. Each module is divided into five phases. Phase 1 includes an introduction to the objectives and its resources (books, anatomicalCD programs, and other educational material), in order to help the student to accomplish the objectives. Phase 2 is a self-learning period, followed by Phase 3, in which the students expound on and discuss the contents related tothe objectives. Phase 4 is another period for self-learning and tutorials, while Phase 5 is the evaluation of individual or several thematically related modules.In Gross Anatomy, practical courses are interwoven in the modules in phases 2 and 4. In addition, this past year we have introduced 4 lectures per year in which the students attend to more general and clinical aspects of severalmodules of objectives. It is important to point out that in addition to the regular practical hours and learning periods, students carry out two gross anatomical dissections per year with the help of handouts and other reference material, after which they present a written report that is a percentage of the final score. Throughout the program, both the autonomy and interests of the students are emphasized. Here, preliminary theoretical and practical results will be discussed

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El concepto legal de persona en Colombia: ¿razones biológicas para modificarlo?

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La experimentación con embriones sobrantes en España: un comentario a la Ley 45/2003 que modifica la Ley 3511988 sobre Técnicas de Reproducción Asistida

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The banking of Embryonic Stem Cells: the Legal and Ethical Framework in the UK

La derivación de líneas de células madres embrionarias humanas suscita preguntas fundamentales sobre el estado del embrión humano. En el Reino Unido ha sido adoptada una postura relativamente liberal y el gobierno muestra su apoyo a la investigación con células madre embrionarias. Este artículo examina el marco que se utiliza para regular las conductas en -esta sensible materia en el Reino Unido, con la referencia particular al papel de los bancos de células madres de este país (AU)

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