Percepción de la Virtualización de la Asignatura de Anatomía Humana Normal y Embriología en Pandemia / Perception of the Virtualization of the Subject of Normal Human Anatomy and Embriology in a Pandemic

Debido a la pandemia y las restricciones en cuanto a la presencialidad, diferentes metodologías de aprendizaje debieron ser exploradas e implementadas para virtualizar los contenidos en la asignatura de Anatomía. El objetivo de este trabajo fue evaluar la percepción de los docentes y alumnos con respecto a las metodologías utilizadas en la virtualización de dicha asignatura. Estudio observacional- descriptivo, con enfoque cuantitativo. La población de estudio correspondió a una muestra por conveniencia constituida por 57 alumnos y 4 docentes pertenecientes a la asignatura de Anatomía Humana Normal y Embriología de la carrera de Odontología, Universidad Andrés Bello, sede Viña del Mar, dictada el año 2021. Dichos participantes contestaron un cuestionario validado que contemplaba preguntas cerradas con escala de Likert de 5 niveles, considerando las dimensiones de aprendizaje, motivación y rendimiento, y preguntas de calificación para conocer la percepción sobre las estrategias y recursos utilizados. Los alumnos perciben positivamente todos los recursos digitales, destacando el Manual de Anatomía Humana Normal, siendo el aprendizaje, la dimensión mejor evaluada. La estrategia activa mejor percibida en cuanto a las 3 dimensiones corresponde a método de casos. Por el contrario, las clases invertidas fueron percibidas negativamente en todas las dimensiones. En relación a los docentes, el recurso digital mejor percibido fue videos y cápsulas, destacando la dimensión motivación. Las estrategias activas mejor evaluadas fueron método de casos y clases invertidas. Pese a haber una percepción positiva con respecto a la virtualización, no hay concordancia entre las estrategias activas y recursos digitales mejor evaluados entre docentes y alumnos.

SUMMARY: As a result of the pandemic and the restrictions regarding in person attendance, different learning methodologies had to be explored and implemented to virtualize the contents in the Anatomy subject. The objective of this study was to evaluate the perception of teachers and students regarding the methodologies used in the virtualization of this subject. An observational-descriptive study with a quantitative approach was carried out. The study population was a convenience sample made up of 57 students and 4 teachers of the Normal Human Anatomy and Embryology subject of the Dentistry degree, Universidad Andrés Bello, Viña del Mar campus during 2021. These participants answered a validated questionnaire that included closed questions with a 5-level Likert scale, considering learning dimensions, motivation and performance, and qualifying questions to find out the perception of the strategies and resources used. Students positively perceive all digital resources, highlighting the Normal Human Anatomy Manual, with learning being the best evaluated dimension. The best perceived active strategy in terms of the 3 dimensions corresponds to the case method. In contrast, the inverted classes were perceived negatively in all dimensions. In relation to teachers, the best perceived digital resource was videos and capsules, highlighting the motivation dimension. The best evaluated active strategies were the case method and inverted classes. Despite having a positive perception regarding virtualization, there is no agreement between the best evaluated active strategies and digital resources among teachers and students.

Kahoot© como estratégia de aprendizagem no ensino de ciências morfofuncionais: uma revisão integrativa / Kahoot© as a learning strategy in the teaching of morphofunctional sciences: an integrative review

Introdução: tecnologias digitais como as gamificações vem modernizando e inovando o processo de aprendizagem. Objetivo:agrupar, por meio de uma revisão de literatura, evidências científicas acerca da aplicabilidade do Kahoot© como estratégia de aprendizagem na disciplina de Ciências Morfofuncionais. Metodologia: os termos "anatomy", "histology", "embryology", "gamification", "kahoot", "Kahoot!", foram empregados nas bases de dados PubMed, Scopus, Bireme, Web of Science, Science Direct e Eric, utilizando operadores booleanos OR/AND. Foram estabelecidos como critérios de inclusão, artigos com delineamento do tipo experimental, observacional e revisões sistemáticas que descreveram a utilização do Kahoot© como ferramenta de ensino na disciplina de morfologia humana, publicados nos idiomas inglês, espanhol e português, no período de 2013 a 2021. Foram excluídos, artigos que utilizaram o Kahoot© em outras áreas do conhecimento e em outros componentes curriculares. Resultados: a amostra foi constituída por 337 artigos que, após leitura do título e resumo, foram submetidos aos critérios de inclusão e exclusão. Destes, 11 artigos foram elegíveis para o estudo. Discussão: o Kahoot© motiva o estudante, criando uma atmosfera divertida, favorecendo o trabalho colaborativo e o engajamento dos alunos em seu processo de aprendizagem. Elementos associados à gamificação foram vistos como responsáveis pela descontração e como agentes estressores. Conclusão: o Kahoot© possibilita um aprender divertido e dinâmico, porém, pesquisas que utilizem grupo controle e experimental são relevantes para verificar a efetividade do Kahoot© no ensino de morfologia a curto, médio ou longo prazo, potencializando os benefícios do seu uso em sala de aula.

Introduction:digital technologies such as gamifications have been modernizing and innovating the learning process. Objective: to group, through a literature review, scientific evidence about the applicability of Kahoot© as a learning strategy in the discipline of Morphofunctional Sciences. Methodology: the terms "anatomy", "histology", "embryology", "gamification", "kahoot", "Kahoot!" were employed in the PubMed, Scopus, Bireme, Web of Science, Science Direct and Eric databases, using Boolean OR/AND operators. Inclusion criteria articles with an experimental, observational design and systematic reviews were established that described the use of Kahoot© as a teaching tool in the discipline of human morphology, published in English, Spanish and Portuguese, from 2013 to 2021. Articles that used Kahoot© in other areas of knowlwdge and other curricular components were excluded. Results: the sample consisted of 337 articles that, after reading the title and abstract, were found in the searched databases. After reading the title and abstract, the articles are subject to the inclusion and exclusion criteria. Of these, 11 articles were eligible for the study. Discussion: the Kahoot© motivates the student, creating a fun atmosphere, favoring collaborative work and studente engagement in their learning process. Elements associated with gamification were seen as responsible for the relaxed and stressing agents. Conclusion: Kahoot© a fun and dynamic learning, however, research using control and experimental group is relevant to verify the effectiveness of Kahoot© in the teaching of morphology in the short, medium, or long term, enhancing the benefits of its use in the classroom use

Human embryology science: which theoretical information do clinical embryologists need to know more about? A survey / Ciencia de la embriología humana: ¿Qué información teórica necesitan saber más los embriólogos clínicos? Una encuesta

SUMMARY: For the past decades, it has been apparent that assisted reproductive technologies along with clinical embryology have both propounded themselves triumphantly in the field of medicine. Although high-tech equipment and staff skills are crucial to the success of these breakthrough implementations, the pivot of these practices is updated, knowledgeable and competent technicians who excel in the field of human embryology. Crucially, the advancement of clinical embryology and its related fields depends on the meticulous training of clinical embryologists in practical skills as well as theoretical knowledge. Unfortunately, most aspects of reproductive medicine have no obligatory assembled curriculum. A lot more emphasis has been put on the clinical aspect of these sciences and training than its theoretical counterpart. Consequently, clinical embryologists continue to face difficulty in unifying the needed theoretical knowledge in these fields. Not only that, but they also struggle to shed a light on the advanced knowledge required to stand out as professionals. This study aimed to explore which theoretical information in the science of human embryology that embryologists need to know thoroughly about. The survey was conducted online (July 2021).

RESUMEN: Durante las últimas décadas, ha sido evidente que las tecnologías de reproducción asistida junto con la embriología clínica han demostrado un éxito importante en el area de la medicina. Si bien los equipos de alta tecnología y las habilidades del personal son cruciales para el éxito de estas implementaciones, el eje de estas prácticas son los técnicos actualizados, competentes y expertos en el campo de la embriología humana. Fundamentalmente, el avance de la embriología clínica y sus campos relacionados dependen de la formación meticulosa de los embriólogos clínicos en las habilidades prácticas y los conocimientos teóricos. Desafortunadamente, la mayoría de los aspectos de la medicina reproductiva no cuenta con un plan de estudios obligatorio. El énfasis se ha concentrado en el aspecto clínico y en el entrenamiento de estas ciencias más que en la contraparte teórica. En consecuencia, los embriólogos clínicos continúan enfrentando dificultades para unificar el conocimiento teórico necesario en estos campos. Este estudio tuvo como objetivo explorar qué información teórica importante en la ciencia de la embriología humana requieren los embriólogos. La encuesta de este trabajo se realizó en línea (julio de 2021).

Embrioteca humana: orientaciones metodológicas para su uso en el proceso enseñanza aprendizaje, en formato electrónico / Human embryo library: methodological guidelines for its use in the teaching-learning process, in electronic format

RESUMEN Fundamento: las series histoembriológicas coleccionadas en las embriotecas devienen en importante medio visual en el proceso de enseñanza aprendizaje de la Embriología por el alto potencial didáctico de sus imágenes. Su uso docente requiere orientaciones metodológicas para adecuarse de manera racional y eficiente a los diferentes contextos, niveles y formas organizativas. Objetivo: elaborar orientaciones metodológicas para el uso docente de una embrioteca humana. Métodos: se recurrió a la sistematización de experiencias teóricas y prácticas. Según etapas se definieron muestras, contextos, instrumentos, técnicas, categorías, subcategorías, regularidades, aportes y lecciones aprendidas. Se emplearon métodos y técnicas cualitativas: entrevista semiestructurada, observación, grupos focales, registro de sistematización, técnica de triangulación de fuentes documentales y metodológicas, valoración por especialistas; además del método matemático-estadísticos. Resultados: se confirmó la pertinencia de la embrioteca humana como medio de enseñanza, para lo cual se requieren orientaciones metodológicas; estas fueron elaboradas con enfoque general y específico para contenidos de Embriología en el plan de estudio de la carrera y programa de la especialidad. Se acompañan de 114 imágenes originales a través de las cuales los autores sugieren cómo trabajar didácticamente con este medio. Conclusiones: la sistematización teórica y práctica de la experiencia acumulada en el uso docente de la embrioteca humana permitió elaborar un manual electrónico donde se orienta el trabajo metodológico en los diferentes contextos, niveles y formas organizativas docentes de la Embriología como materia de estudio. Según los especialistas cumple los criterios de rigor: credibilidad, transferencia, dependencia y confirmabilidad.

ABSTRACT Background: the histo-embryological series collected in the embryo libraries become an important visual aid in the teaching-learning process of Embryology due to the high didactic potential of their images. Its teaching use requires methodological orientations to adapt rationally and efficiently to the different contexts, levels and organizational forms. Objective: to develop methodological guidelines for the educational use of a human embryo library. Methods: the systematization of theoretical and practical experiences was used. Samples, contexts, instruments, techniques, categories, subcategories, regularities, contributions and lessons learned were defined according to stages. Qualitative methods and techniques were used: semi-structured interview, observation, focal groups, systematization record, and comparison of sources technique of documentary and methodological sources, evaluation by specialists; in addition to the mathematical-statistical method. Results: the relevance of the human embryo library as a teaching aid was confirmed, for which methodological guidelines are required; these were elaborated with a general and specific focus for Embryology contents in the study plan of the degree and program of the specialty. They are accompanied by 114 original images through which the authors suggest how to work didactically with this aid. Conclusions: the theoretical and practical systematization of the accumulated experience in the educational use of the human embryo library allowed the elaboration of an electronic manual where the methodological work is oriented in the different contexts, levels and educational organizational forms of Embryology as a subject of study. According to specialists, it meets the rigorous criteria: credibility, transfer, dependency and confirmability.

A fresh perspective on histology and embryology - a lens on aesthetics / Una nueva perspectiva sobre histología y embriología: una mirada a la estética

SUMMARY: Histology and embryology is a science that studies the micro structure and function of the body and embryogenesis, and has insight into the microcosmic world of human body. It is delicate and ingeniousness, which greatly satisfy our thirst for knowledge and visual appreciation. This paper expounds the beauty of Science in histology and Embryology from the perspectives of aesthetics on cell morphology, tissue mode, organogenesis and life birth. Aesthetic education in histology and embryology can possible cultivate medical students' humanistic quality and aesthetic thinking, So that they are able to have an access to the essence of life.

RESUMEN: La histología y la embriología son ciencias que estudian la microestructura y la función del cuerpo y la embriogénesis, y tienen una visión del mundo microcósmico del cuerpo humano. Es delicadeza e ingenio, lo que satisface en gran medida nuestra deseo de conocimiento y apreciación visual. Este artículo expone la belleza de la ciencia en histología y embriología desde las perspectivas de la estética sobre la morfología celular, el modo tisular, la organogénesis y el nacimiento de la vida. La educación estética en histología y embriología puede posiblemente cultivar la calidad humanística y el pensamiento estético de los estudiantes de medicina, para que logren tener acceso a la esencia de la vida.

Repensando el proceso de enseñanza-aprendizaje de la morfología en el mundo post-pandemia / Rethinking the teaching-learning process of morphology in the post-pandemic world

Las ciencias morfológicas incluyen el estudio de tres disciplinas que analizan el cuerpo humano: la anatomía macroscópica, la histología y la embriología, las cuales forman parte central del ciclo básico en todas las carreras de la salud. El aprendizaje morfológico ocurre en el laboratorio y se basa en el estudio de disecciones cadavéricas, preparaciones histológicas o muestras del desarrollo embrionario, con el propósito de lograr una adecuada compresión de las características morfoestructurales del cuerpo humano. Sin embargo, la pandemia por SARS-CoV-2 significó un cambio profundo en la forma de enseñar, incorporando métodos de enseñanza-aprendizaje utilizados du-rante la pandemia que incluyen estrategias como los microscopios virtuales, atlas interactivos o videos de disecciones, lo que ha llevado a algunos a cuestionar la necesidad de utilizar los laboratorios de morfología. La educación virtual ha aparecido como una alternativa factible de mantener post-pandemia, sin embargo, el paso por el laboratorio es irreemplazable en la formación de profesionales de la salud, permitiendo el desarrollo de otras competencias más allá de la aplicación del conocimiento. La morfología seguirá siendo la piedra angular en la formación de profesionales de la salud. El desafío es como a través de la innovación y la creatividad incorporamos las nuevas tecnologías digitales, agregando un nuevo valor al estudio de esta disciplina.

Morphological sciences include the study of three disciplines that analyze the human body: macroscopic anatomy, histology, and embr-yology, which are a central part of the basic cycle in all health careers. Morphological learning occurs in the laboratory, it is based on the study of cadaveric dissections, histological preparations, or samples of embryonic development to achieve an adequate compression of the morphological structure of the human body. The SARS-CoV-2 pandemic meant a profound change in the way of teaching. These, teaching-learning methods that have been implemented during the pandemic include virtual microscopes, interactive atlases, or videos of dissections, which has led some teachers to question the usefulness of morphology laboratories. Virtual education has appeared as a feasible alternative to maintaining in post-pandemic; however, going through the laboratory is irreplaceable in the training of health professionals, allowing the development of other skills beyond the application of knowledge. The morphology will continue to be the cornerstone in the education of health professionals. The challenge is how through innovation and creativity, we incorporate new digital technologies, adding a new value to the study of this discipline

Terminologia embryologica, parto y anomalías de la reproducción: propuesta de términos embriológicos en español / Terminologia embryologica, childbirth and reproduction anomalies: proposal for embryological terms in Spanish

RESUMEN: En el área de las Ciencias Morfológicas, y en especial Embriología, se mantienen diversas denominaciones para diferentes estructuras en idioma español, que no se corresponden necesariamente con los definidos por Terminologia Embryologica (TE), escrita en latín y traducidas al inglés, sin embargo no existe una traducción oficial del latín al español en la TE. Por lo cual el objetivo de este trabajo consistió en realizar una propuesta de términos en español correspondientes a los términos incluidos en Partus [148], Numerus conceptuum [127], Cyclus genitalis masculinus [85], Anomaliae reproductionis [181] y Anomaliae implantationis[195]. Se analizó la última edición de Terminologia Embryologica (editada en el año 2017 y aprobada por la Asamblea General de IFAA en 2019), editada por la Federative International Programme on Anatomical Terminologies (FIPAT). Para ello se tradujeron literalmente todos los términos desde el idioma latín al español, y posteriormente se buscó la utilización de éstos términos en libros de Embriología, Obstetricia y artículos originales. A partir del análisis de éstas traducciones, encontramos términos cuya traducción se utiliza ampliamente y deben ser mantenidos; términos que requirieron ser modificados, pues su traducción no se utiliza o es incorrecta; términos que no se encontraron en la literatura y debiesen ser indicados como no utilizados; e incluso ausencia de términos que debieran existir en latín debido a su gran utilización en textos y artículos científicos. Además, se identificaron las modificaciones que sufrió la Terminologia Embryologica del año 2013, en las secciones de análisis indicadas anteriormente, y que se reflejaron en la última edición del 2017. Creemos que el presente trabajo puede colaborar y mejorar el desarrollo de la Terminologia Embryologica traducida al español, unificando el uso de los términos en la enseñanza e investigación de la Embriología.

SUMMARY: In Morphological Sciences, and especially Embryology, various terms are maintained for different structures in Spanish, which do not necessarily correspond to those defined by Terminologia Embryologica (TE), written in Latín and translated into English, however there is not an official translation from Latín to Spanish on the TE. Therefore, the aim of this work was to make a proposal of terms in Spanish corresponding to the terms included in Partus [148], Numerus conceptuum [127], Cyclusgenitalis masculinus [85], Anomaliae reproductionis [181] and Anomaliae implantationis [195]. The latest edition of Terminologia Embryologica (edited in 2017 and approved by the IFAA General Assembly in 2019), edited by the Federative International Program on Anatomical Terminologies (FIPAT), was analyzed. For this, all the terms were literally translated from Latín into Spanish, and later the use of these terms was sought in books on Embryology, Obstetrics and original articles. From the analysis of these translations, we find terms whose translation is widely used and should be maintained; terms that required to be modified, as their translation is not used or is incorrect; terms that were not found in the literature and should be indicated as not used; and even the absence of terms that should exist in Latín due to its great use in scientific texts and articles. In addition, the modifications that the Terminologia Embryologica underwent in 2013 were identified, in the analysis sections indicated above, and which were reflected in the last edition of 2017. We believe that this work may collaborate and improve the development of the Terminologia Embryologica translated into Spanish, unifying the use of terms in the teaching and research of Embryology.

Utilización de instagram como una herramienta pedagógica para la enseñanza de morfología en tiempos de COVID-19 / Use of instagram as a pedagogical tool for teaching morphology in times of COVID-19

RESUMEN: El año 2020 se declaró a la COVID-19 como pandemia, afectando a Chile en sus actividades comerciales, sociales y de educación, haciendo imposible la interacción presencial estudiante-docente en todas las universidades del país. Lo anterior, sumado al difícil momento económico y social que los estudiantes atraviesan, se torna necesario la búsqueda de estrategias que lo acerquen al docente para brindarles de manera más sencilla y rápida el material de estudio. Instagram resulta ser una herramienta de fácil uso y acceso para todos. El objetivo fue utilizar la plataforma de redes sociales Instagram como una herramienta útil de acercamiento a contenidos de Histología y Embriología, para estudiantes de la Universidad de Talca, Chile. Como metodología, se utilizó la plataforma Instagram, con una cuenta diseñada para entregar material docente a estudiantes de primer y segundo año de la Universidad de Talca, en las carreras de las Ciencias de la Salud, en las áreas de Histología y Embriología, consistentes en preguntas teóricas y prácticas, figuras rotuladas, caricaturas y esquemas diseñados y confeccionados de manera propia. Dicho material fue puesto diariamente en la plataforma según las materias que el estudiantado debería ver por calendario en los distintos módulos. Luego de transcurrido el primer semestre del se procedió a realizar una encuesta con el fin de evaluar el impacto de la iniciativa en los estudiantes. Éstos percibieron la iniciativa docente de manera positiva, con metodologías que incentivaron la participación e interacción académico-estudiante. Resaltaron la calidad del material y el acceso más rápido y en todo momento desde sus teléfonos móviles. Instagram viene a ser una buena herramienta coadyuvante a otras metodologías de entrega de material docente por vías formales institucionales, permitiendo a los estudiantes un fácil acceso, rápido y de bajo costo.

SUMMARY: In 2020, COVID-19 was declared a pandemic, affecting our country both in commercial, social and educational activities; making student-teacher interaction impossible in all the country's universities. This, added to the difficult economic and social times that our students are going through, make it increasingly necessary to search for strategies that bring us closer to providing them with study material in a simpler way. This is why Instagram turns out to be a tool that is accessible and easy to use. The objective was to describe the social media platform Instagram as a useful tool for accessing Histology and Embryology content, for students at the Universidad de Talca, Chile. As a methodology, the Instagram platform was used, with an account designed to deliver teaching material to first and second year students of the Universidad de Talca, in the Health Sciences degree programs, in areas of Histology and Embryology, consisting of theoretical and practical questions, labeled figures, cartoons and diagrams designed and created themselves. This material was posted on the platform daily according to the subjects that the students should see according to the calendar in the different modules. After the first semester of this year, a survey was taken in order to evaluate the impact of the initiative on students. The students perceived the teaching initiative in a positive way, with methodologies that encouraged academic-student participation and interaction. They highlighted the quality of the material and the quicker access at all times from their mobile phones. Instagram becomes a good tool to help other methodologies to delivery of teaching material through formal institutional channels, allowing students to access faster and at a low cost of navigation.

Ruptura del paradigma: estudio macroscópico del desarrollo embrionario de aves (Gallus gallus domesticus) realizado por métodos complementarios / Paradigm break: macroscopic study of embryonic development of birds (Gallus gallus domesticus) carried out by complementary methods

RESUMEN: El uso de plataformas virtuales se muestra como un nuevo recurso didáctico que posibilita el proceso de enseñanza-aprendizaje de forma dinámica. A grandes rasgos, permite el acceso a imágenes digitales en alta resolución mediante el uso de computadores, smartphones y/o tabletas. Portanto, este trabajo presenta nuestra metodología en el campo de la embriología de aves domésticas y la experiencia adquirida en el desarrollo de recursos para la enseñanza por medio de las tecnologías de la información y comunicación, de gran utilidad hoy en día en medio de la pandemia ocasionada por el nuevo coronavirus.

SUMMARY: Online platforms are a new didactic resource that enable an active teaching-learning process. In general, they allows access to high resolution digital images through the use of computers, smartphones and / or tablets. Therefore, this study presents our methodology in the field of domestic bird embryology and the experience acquired in the development of teaching resources through information and communication technologies, which are very useful nowadays, particularly in the midst of the pandemic caused by the new coronavirus.

Uso del lexema δερµα (derma) en terminologia embryologica / Use of the lexeme δερµα (derm) in terminologia embryologica

Al lexema δερµα (derma) que proviene de las raíces griegas δέρ-µα/µατος se lo define como piel, pellejo, cuero, odre (Cortez, 2011). Lo encontramos en los términos ectodermo, mesodermo y endodermo, utilizados para describir las estructuras durante la tercera semana del desarrollo embriológico humano. Se consultó el significado y sus raíces en el diccionario Manuel Griego clásico-Español Vox (Pabón, 1967) y Diccionario Médico-Biológico, Histórico y Etimológico (DICCIOMED) de la Universidad de Salamanca (Cortez); de igual manera se investigó la utilización de los términos ectodermo, mesodermo y endodermo en la Terminologia Embryologica (FIPAT, 2013) y en su última versión (FIPAT, 2017). La búsqueda reportó que estos términos están compuestos por dos raíces griegas el sufijo δέρµα (derma) presente en los tres términos; más los prefijos ἐκτός que significa externo; µÎ­σος definido como medio y ἐνδο cuyo significado es dentro. Estos tres tejidos se derivan a la vez del epiblasto que viene de dos raíces griegas ἐπί- ep(í) que significa sobre + ßλαστός - blast(o) que se traduce como germen, retoño, forma celular inmadura; y del hipoblasto que cuyo término se forma de las raíces griegas ὑπό (hypó) que significa 'debajo de' + ßλαστός - blast(o). Podemos señalar que el mejor término para denominar a estas tres estructuras debiera ser ßλαστός (blasto); y por lo tanto, se deberían denominar a estas tres estructuras como ectoblasto, mesoblasto y endoblasto; debido a que son células o tejidos inmaduros, transitorios y no tejidos definitivos como es la piel; lo cual a su vez se corresponde con los objetivos determinados por la FIPAT.

The lexeme δέρ-µα (derma) that comes from the Greek δέρ-µα/µατος is defined as skin, hide, leather, wineskin (Cortez, 2011). We find it in the term ectoderm, mesoderm and endoderm, used to describe the structures during the third week of human embryological development. The meaning and its roots were consulted in the Manuel Greek-Spanish Vox dictionary (Pabón, 1967) and Medical-Biological, Historical and Etymological Dictionary (DICCIOMED) of the University of Salamanca (Cortez); the same way, the use of the terms ectoderm, mesoderm and endoderm was investigated in Terminologia Embryologica (FIPAT, 2013) and in its latest version Terminologia Embryologica (FIPAT, 2017). The search reported that these terms are composed of two Greek roots, the suffix δέρµα (derma) present in the three terms; plus the prefixes ἐκτός which means external; µÎ­σος defined as medium and ἐνδο whose meaning is within. These three tissues are derived in turn from the epiblast that comes from two Greek roots ἐπί- ep (í) which means over + ßλαστός - blast (o) which translates as germ, shoot, immature cell form; and from the hypoblast whose term is formed from the Greek roots ὑπό (hypó) meaning 'under' + ßλαστός - blast (o). We can say that the best term to name these three structures should be ßλαστός (blast); and therefore, these three structures should be named as ectoblast, mesoblast and endoblast; because they are immature, transitory cells or tissues and definitive non-tissues such as the skin; which in turn corresponds to the objectives determined by FIPAT.

Artificial intelligence in human in vitro fertilization and embryology.

Embryo evaluation and selection embody the aggregate manifestation of the entire in vitro fertilization (IVF) process. It aims to choose the "best" embryos from the larger cohort of fertilized oocytes, the majority of which will be determined to be not viable either as a result of abnormal development or due to chromosomal imbalances. Indeed, it is generally acknowledged that even after embryo selection based on morphology, time-lapse microscopic photography, or embryo biopsy with preimplantation genetic testing, implantation rates in the human are difficult to predict. Our pursuit of enhancing embryo evaluation and selection, as well as increasing live birth rates, will require the adoption of novel technologies. Recently, several artificial intelligence (AI)-based methods have emerged as objective, standardized, and efficient tools for evaluating human embryos. Moreover, AI-based methods can be implemented for other clinical aspects of IVF, such as assessing patient reproductive potential and individualizing gonadotropin stimulation protocols. As AI has the capability to analyze "big" data, the ultimate goal will be to apply AI tools to the analysis of all embryological, clinical, and genetic data in an effort to provide patient-tailored treatments. In this chapter, we present an overview of existing AI technologies in reproductive medicine and envision their potential future applications in the field.

Localized translation on the mitotic apparatus: A history and perspective.

Localized translation is a proposed biological event that allows mRNA to be translated on site, providing an additional level of protein regulation within a cell. Examples of localized translation have been found or proposed in a variety of cellular contexts from neurons to cancer cells and implicated in both normal development and disease for over a half century. For example, mRNA translation on the mitotic apparatus (MA) was initially hypothesized in the 1950-60s. However, its proof of existence, biological significance and mechanistic details have remained sparse and it is still unclear how well conserved this mechanism may be among different cell types or organisms. In this review, we provide a brief historic summary of translation on the MA and discuss how current and future work may help us understand this biological process that provides a subcellular level of regulation in protein synthesis within a cell.

A Transgenic System for Rapid Magnetic Enrichment of Rare Embryonic Cells.

Collecting large numbers of rare cells for high-throughput molecular analysis remains a technical challenge, primarily due to limitations in existing technologies. In developmental biology this has impeded single-cell analysis of primordial organs, which derive from few cells. In this study, we share novel transgenic lines for rapid cell enrichment from zebrafish embryos using human surface antigens for immunological binding and magnetic sorting. As proof of principle, we tagged, enriched, and performed single-cell RNA sequencing on nascent hematopoietic stem/progenitor cells and endothelial cells from early embryos. Our method is a quick, efficient, and cost-effective approach to a previously intractable problem.

Current strategies and opportunities to manufacture cells for modeling human lungs.

Chronic lung diseases remain major healthcare burdens, for which the only curative treatment is lung transplantation. In vitro human models are promising platforms for identifying and testing novel compounds to potentially decrease this burden. Directed differentiation of pluripotent stem cells is an important strategy to generate lung cells to create such models. Current lung directed differentiation protocols are limited as they do not 1) recapitulate the diversity of respiratory epithelium, 2) generate consistent or sufficient cell numbers for drug discovery platforms, and 3) establish the histologic tissue-level organization critical for modeling lung function. In this review, we describe how lung development has formed the basis for directed differentiation protocols, and discuss the utility of available protocols for lung epithelial cell generation and drug development. We further highlight tissue engineering strategies for manipulating biophysical signals during directed differentiation such that future protocols can recapitulate both chemical and physical cues present during lung development.

Anatomía segmentaria del recto. Nuevo enfoque / Anatomy segmentation of the rectal. New approach

RESUMEN Se actualizó la clasificación anatómica del tumor de recto, con la revisión de varios tratados sobre anatomía. El estudio de la morfología interna del recto reconoce la formación de anchos pliegues. La formación de anchos pliegues de mucosas transversales, denominadas válvulas: una válvula inferior a 7 cm del ano, otra a 2 cm. Más arriba con una forma de media luna y la tercera a 11 cm del ano. Como estas válvulas son pliegues mucosos sin localización precisa no pueden ser consideradas como puntos anatómicos para segmentación del recto. De esta manera, la segmentación rectal como el límite entre recto superior e inferior se sitúa en la reflexión peritoneal; en el diagnóstico de tumores rectales la definición de su situación anatómica es importante para la conducta terapéutica, ya que el recto inferior tiene su origen embriológico en el proctodeo (ectoblástica) y puede ser más sensible a las radiaciones y los tumores del recto superior son tumores que se originan de tejido de formación entoblástica, las radiaciones producen lesiones del peritoneo y de otros órganos de la cavidad pelviana. La segmentación rectal es importante para el estadio locorregional del tumor y para la definición de un esquema de tratamiento adecuado. En primer lugar, establece el concepto anatómico de localización de un tumor de recto inferior, se diagnóstica con un tacto rectal, si es tocable es del recto inferior. En segundo lugar, define cuáles son los estudios complementarios para saber el estadio de la enfermedad y establece los parámetros anatómicos necesarios para la indicación del tratamiento neoadyuvante (AU).

SUMMARY To present a recent an anatomic classification of rectal tumor localization. Review of many anatomy treaties. The rectal internal morphology studies recognize the formation of thick folds of transversal mucosa thick folds named valves: a low valve to 7 cm from anus. Another is to 2 cm upper with a half moon form, a third one to 11 cm from anus. As this valves are mucosal folds without a clear localization they can't be consider as anatomical points to the rectum segment. Therefore, the rectal segmentation as the limit between up and low rectum, is located in the peritoneal reflection. In the rectal tumors diagnosis definition of it's anatomic situation is important for the therapeutic behavior, because the low rectum has its embryologic origin in the Proctodeum (ectoblastic). It can be more sensitive to the radiation the up rectum tumors are originated from the formation entoblast tissue (endoblast) the radiations cause peritoneal injuries and other pelvic cavity organs. The rectal segmentation is important for the locate-regional tumor stadium and for the appropriate treatment definition. In first place, establish the anatomic concept of the low rectal tumor localization. In second place defines which are the complementary for the new adjuvant indication (AU).

PGRMC1 effects on metabolism, genomic mutation and CpG methylation imply crucial roles in animal biology and disease.

BACKGROUND: Progesterone receptor membrane component 1 (PGRMC1) is often elevated in cancers, and exists in alternative states of phosphorylation. A motif centered on PGRMC1 Y180 was evolutionarily acquired concurrently with the embryological gastrulation organizer that orchestrates vertebrate tissue differentiation. RESULTS: Here, we show that mutagenic manipulation of PGRMC1 phosphorylation alters cell metabolism, genomic stability, and CpG methylation. Each of several mutants elicited distinct patterns of genomic CpG methylation. Mutation of S57A/Y180/S181A led to increased net hypermethylation, reminiscent of embryonic stem cells. Pathways enrichment analysis suggested modulation of processes related to animal cell differentiation status and tissue identity, as well as cell cycle control and ATM/ATR DNA damage repair regulation. We detected different genomic mutation rates in culture. CONCLUSIONS: A companion manuscript shows that these cell states dramatically affect protein abundances, cell and mitochondrial morphology, and glycolytic metabolism. We propose that PGRMC1 phosphorylation status modulates cellular plasticity mechanisms relevant to early embryological tissue differentiation.

Consistency and objectivity of automated embryo assessments using deep neural networks.

OBJECTIVE: To evaluate the consistency and objectivity of deep neural networks in embryo scoring and making disposition decisions for biopsy and cryopreservation in comparison to grading by highly trained embryologists. DESIGN: Prospective double-blind study using retrospective data. SETTING: U.S.-based large academic fertility center. PATIENTS: Not applicable. INTERVENTION(S): Embryo images (748 recorded at 70 hours postinsemination [hpi]) and 742 at 113 hpi) were used to evaluate embryologists and neural networks in embryo grading. The performance of 10 embryologists and a neural network were also evaluated in disposition decision making using 56 embryos. MAIN OUTCOME MEASURES: Coefficients of variation (%CV) and measures of consistencies were compared. RESULTS: Embryologists exhibited a high degree of variability (%CV averages: 82.84% for 70 hpi and 44.98% for 113 hpi) in grading embryo. When selecting blastocysts for biopsy or cryopreservation, embryologists had an average consistency of 52.14% and 57.68%, respectively. The neural network outperformed the embryologists in selecting blastocysts for biopsy and cryopreservation with a consistency of 83.92%. Cronbach's α analysis revealed an α coefficient of 0.60 for the embryologists and 1.00 for the network. CONCLUSIONS: The results of our study show a high degree of interembryologist and intraembryologist variability in scoring embryos, likely due to the subjective nature of traditional morphology grading. This may ultimately lead to less precise disposition decisions and discarding of viable embryos. The application of a deep neural network, as shown in our study, can introduce improved reliability and high consistency during the process of embryo selection and disposition, potentially improving outcomes in an embryology laboratory.

Terminologia embryologica y anexos embrionarios: propuesta de términos embriológicos en español / Terminologia embryologica and embryonic annexes: proposed embryological terms in Spanish

Es importante unificar criterios en los términos usados en embriología, para facilitar su estudio, investigación y divulgación, donde se espera que los términos tengan un valor informativo, ausencia de epónimos y homónimos; y evitar la sinonimia. El objetivo de este trabajo consistió en proponer la traducción al español de los términos de Terminologia Embryologica correspondientes al capítulo "Desarrollo de anexos extra-embrionarios y membranas fetales". Se utilizaron libros y artículos científicos de embriología y obstetricia; diccionarios en los idiomas español/latín - latín/español y se definió la traducción de los términos de acuerdo a su frecuente utilización y cita en la enseñanza de la embriología. La información obtenida del análisis de los artículos y libros consultados fue organizada en 5 tablas: Tabla I, Traducción al español de términos en latín existentes en Terminologia Embryologica; Tabla II, Modificación de términos en latín de la Terminologia Embryologica traducidos al español; Tabla III, Términos modificados del latín, y traducidos al español; Tabla IV, Términos no encontrados en la revisión de textos y artículos; Tabla V, Términos no usados, términos y códigos repetidos. El presente trabajo aporta en la traducción de términos embriológicos del latín al español, no siendo necesariamente una traducción literal, sino más bien una interpretación basada en artículos científicos y textos actualmente utilizados en la enseñanza y el estudio de la embriología. Los resultados de este trabajo pretenden contribuir a la generación de Terminologia Embryologica en español y esperamos sean discutidos y mejorados con propuestas constructivas de parte de los expertos en el área de la morfología.

It is important to regulate criteria in the terminology used in embryology, to promote the study, research and communication in this field. Terms are expected to have informative value, absence of eponyms and homonyms and further, to avoid synonymy. The aim of this work was to propose the Spanish translation of the terms of Terminologia Embryologica corresponding to the chapter "Development of extra-embryonic attachments and fetal membranes". Books and scientific articles on embryology and obstetrics were used; dictionaries in Spanish / Latin - Latin / Spanish languages and the translation of the terms was defined according to their frequent use and quotation in the teaching of embryology. The information obtained from the analysis of the articles and books consulted was organized in 5 tables: Table I, Spanish translation of Latin terms existing in Terminologia Embryologica; Table II, modification of Latin terms of Terminologia Embryologica translated into Spanish; Table III, modified Latin terms, and translated into Spanish; Table IV, terms not found in the review of texts and articles; Table V, unused terms, repeated terms and codes. The present work contributes in the translation of embryological terms from Latin to Spanish, not necessarily being a literal translation, but rather an interpretation based on scientific articles and texts currently used in the teaching and study of embryology. The results of this work are intended to contribute to the generation of Terminologia Embryologica in Spanish and we hope that will be discussed and improved with constructive proposals from experts in the area of morphology.

Microfluidic System for Rapid Isolation of Sperm From Microdissection TESE Specimens.

OBJECTIVES: To demonstrate a novel prototype microfluidic system for rapid isolation of sperm from real and simulated microdissection testicular sperm extraction samples. METHODS: The novel microfluidic system was tested using minced testicular biopsies from patients with nonobstructive azoospermia. The samples were split into 2 portions, conventional processing vs microfluidic. The embryologists were blinded to the processing protocol and searched the specimens for sperm after processing. We recorded the number of sperm found and the time to sperm identification and compared the sperm retrieval rates. RESULTS: When compared to conventional methods, samples processed through the microfluidic system were cleaner (decreased somatic cells/debris), with the average number of sperm identified per minute improving from 1.52 sperm per minute for the control and 13.5 sperm per minute with the device yielding an 8.88 fold improvement in the sperm found per minute for the device as compared to the control. Preliminary viability and morphology tests show a minimal impact on sperm processed through the microfluidic system. CONCLUSION: The presented microfluidic system can facilitate rapid and efficient isolation of sperm from microdissection testicular sperm extraction samples. A prospective clinical trial to verify these results is needed to confirm this preliminary data.

Preservation of Childbearing Potential in Cancer Survivors: a Survey of Gynecologists' and Embryologists' Current Knowledge, Attitude, and Practice.

Cancer is one of the life-threatening diseases, and cancer therapy may produce severe side effects such as impaired fertility. Saving childbearing potential after cancer treatment is of high importance to cancer survivors. This study assessed gynecologists' and embryologists' current practice, knowledge, and attitude concerning fertility preservation (FP) in cancer survivors. This current survey was performed on a convenience sample of 277 gynecologists and embryologists who attended large international congresses held across Iran. A 23-item self-administered questionnaire that included questions on knowledge, attitudes, and practice was used. Questions had either yes/no responses, or were answered based on a 4-point (1 to 4) Likert scored scale. Total mean score for knowledge of all FP options was 2.97 ± 0.62. Total mean scores for knowledge of all FP options in gynecologists and embryologists were 3.03 ± 0.65 and 2.95 ± 0.61, respectively (p = 0.33). These scores were above the median value of 2.5 obtained using the 4-point Likert scale. Participants regarded the patient age as the most important reason for discussing FP with patients (mean scores 3.74 ± 0.71 and 3.73 ± 0.52 for gynecologists and embryologists, respectively; p = 0.93). The majority of the participants (i.e., 95.2% (79 gynecologists) and 92.2% (166 embryologists)) referred cancer patients to centers providing FP services (p = 0.15). This sample of Iranian gynecologists and embryologists had considerable information on FP methods to develop appropriate attitudes and practices in relation to FP for cancer patients in order to prevent loss of fertility.