Bringing cell biology into classroom: tips to culture and observe skeletal muscle cells in high school and college.

Watching living cells through a microscope is much more exciting than seeing pictures of cells in high school and college textbooks. However, bringing cell cultures into the classroom is challenging for biology teachers since culturing cells requires sophisticated and expensive instruments such as a CO2 incubator and an inverted phase-contrast microscope. Here, we describe easy and affordable methods to culture and observe skeletal muscle cells using the L-15 culture medium, tissue culture flask, standard dry incubator, standard upright microscope, and modified Smartphone microscope. Watching natural living cells in a "Do-It-Yourself (DIY)" way may inspire more students' interest in cell biology.

The implementation of an active inquiry learning centered "7E" teaching mode in the cell biology course enhances the learning effects of postgraduate students.

The primary objective of science postgraduate education is to foster students' capacity for creative thinking and problem-solving, particularly in the context of scientific research quality. In order to achieve this goal, the "7E" teaching mood has been implemented in the cell biology course for postgraduate students to promote student-centered active inquiry learning instead of breaking away from traditional indoctrination-based teaching methods. This study demonstrates that the implementation of the "7E" teaching mode, through content programming, process design, and effect evaluation, effectively meets the needs of the majority of students, fosters their interest in learning, enhances their performance in comprehensive questioning, and enhances their innovative abilities in scientific research. Consequently, this research offers a theoretical framework and practical foundation for the development of the "7E" teaching mode in postgraduate courses, aiming to cultivate highly skilled scientific professionals.

Gamificación educativa en el laboratorio de biología celular / Educational gamification in the cell biology laboratory

La incorporación de estrategias de gamificación en la docencia se ha descrito como una herramienta para aumentar la motivación y el compromiso de los alumnos con la materia. Bajo esta premisa, se ha desarrollado una experiencia de innovación educativa mediante la plataforma Kahoot! en la primera y última práctica de laboratorio de la asignatura de Biología Celular del Grado en Biología. Los participantes fueron 135 alumnos repartidos en 12 grupos de laboratorio, que se dividieron entre experimentales y controles. Todos los grupos resolvieron un cuestionario en papel acerca de los conceptos explicados en clase, al finalizar ambas prácticas (post-test), pero sólo aquellos grupos experimentales resolvían un cuestionario antes de la clase (pre-test). Antes de la primera práctica, los alumnos de los grupos experimentales respondieron al pre-test mediante el Kahoot! Sin embargo, para la última práctica algunos grupos lo resolvieron jugando al Kahoot! y otros, con papel y bolígrafo. Los resultados mostraron que aquellos alumnos que fueron seleccionados para jugar a Kahoot!, obtuvieron un mayor número de aciertos en el test realizado tras la sesión práctica (post-test) con respecto a aquellos que no resolvieron ningún pre-test o, que lo hicieron de un modo clásico. Por lo tanto, nuestros resultados sugieren que implementar la jugabilidad en la docencia incrementa considerablemente la motivación del alumnado debido, probablemente, a cambios fisiológicos experimentados por el cerebro durante el juego y a la creación de un clima positivo, que facilitan el proceso de aprendizaje.

SUMMARY: The incorporation of gamification strategies in teaching has been described as a tool to increase the motivation and engagement of students with the subject. Under this premise, an educational innovation experience has been developed using the Kahoot! platform in the first and last laboratory practice of the Cell Biology course of the Biology degree. The participants were 135 students divided into 12 laboratory groups, which were divided into experimental and control groups. All groups solved a questionnaire on paper about the concepts explained in class, at the end of both practices (post-test), but only the experimental groups solved a questionnaire before the class (pre-test). Before the first practice, students in the experimental groups answered the pre-test using Kahoot! However, for the last practice, some groups solved it by playing Kahoot! and others with pen and paper. The results showed that those students who were selected to play Kahoot! obtained a higher number of correct answers in the test performed after the practical session (post-test) than those who did not solve any pre- test or who did it in a classical way. Therefore, our results suggest that implementing gamification in teaching considerably increases student motivation, probably due to physiological changes experienced by the brain during the game and the creation of a positive climate, which facilitates the learning process.

Enseñanza y aprendizaje de la Biología Celular en la educación superior en contexto de virtualidad en la pandemia de COVID-19 / Teaching and learning of Cell Biology in higher education in the context of virtuality in the COVID-19 pandemic

El objetivo de este trabajo fue determinar y comparar las estrategias de enseñanza aprendizaje implementadas en la enseñanza de la Biología Celular en la Universidad Nacional de Córdoba (UNC)-Argentina y en la Universidad de Granada (UGR)-España, con el fin de realizar revisión y ajuste curricular de la oferta académica en la Facultad de Odontolgia UNC y comparar las condiciones académicas de alumnos, en los ciclos lectivos 2020 y 2021, en ambas universidades. Las estrategias que se implementaron para continuar con los estudios superiores, de modalidad virtual, no son suficientes para que los alumnos comprendan y aprendan destrezas, conceptos y actitudes requeridas para los estudios universitarios. Si bien la modalidad híbrida, es decir el dictado de los conceptos teóricos en modalidad virtual y las prácticas de modalidad presencial, permitiría acceso a los estudios superiores a alumnos que tienen condiciones económicas desfavorables

Estaciones de aprendizaje para abordar concepciones de fisiología y morfología sobre el concepto de célula / Learning stations to analyze physiology and morphology perceptions of the cell concept

RESUMEN: El objetivo del presente estudio fue determinar la influencia de la implementación y aplicación de la metodología de enseñanza estaciones de aprendizaje, sobre un aprendizaje activo de la fisiología y morfología de la célula. Se trabajó con 90 estudiantes de enseñanza secundaria, distribuidos en un grupo control y otro experimental, los cuales recibieron clases tradicionales y la aplicación de la metodología estaciones de aprendizaje, respectivamente. Los datos fueron recolectados en base a test de concepciones y conocimientos, más encuesta de valoración. El análisis de los datos reveló que las estaciones de aprendizaje son una metodología de enseñanza efectiva en el aprendizaje de la célula, ya que permiten mejorar significativamente las concepciones previas de los estudiantes, los cuales valoran de manera positiva y significativa la metodología de la que fueron partícipes.

SUMMARY: The aim of this study was to determine the influence of the implementation and application of the learning stations teaching methodology on active learning of the physiology and morphology of the cell. We worked with 90 high school students, distributed in a control group and an experimental group, who received traditional classes and the application of the learning stations methodology, respectively. The data were collected based on a conception and knowledge test, plus an evaluation survey. The analysis of the data revealed that the learning stations are an effective teaching methodology in learning of the cell, since they allow to improve prior perceptions of the students, who significantly and positively value the methodology in which they participated.

Educación sobre cáncer cervicouterino en la adolescencia / Education on cervical uterine cancer in the adolescence

RESUMEN El cáncer cervicouterino es el segundo en frecuencia entre féminas y causa importante de mobimortalidad. El riesgo de padecerlo está asociado a estilos de vida insanos, sobre todo en la adolescencia, momento en que se inicia la formación de actitudes y consolidan valores. Con el objetivo de estructurar los referentes teóricos que sustentan la relevancia de la educación en cáncer cervicouterino desde la adolescencia como contribución a su prevención, se revisaron 41 artículos científicos. Este es un proceso anarquicoproliferativo celular que se inicia con cambios neoplásicos intraepiteliales, que entre 10 y 20 años pueden transformarse en invasor. Dentro de los factores de riesgo se destacan el inicio precoz de las relaciones sexuales, promiscuidad, no uso de condón, uso prolongado de contraceptivos hormonales, multiparidad, embarazo juvenil, factores inmunológicos, tabaquismo, dieta baja en carotenos, antecedentes familiares de la enfermedad e infecciones de transmisión sexual, sobre todo por el virus del papiloma humano que constituye el principal. La prevención se sostiene fundamentalmente en la citología cervicovaginal, para la detección precoz de la lesión, así como en la promoción de salud a través de actividades educativas, preferentemente desde la adolescencia. El inicio temprano de la actividad sexual, las conductas sexuales de las nuevas generaciones y la alta frecuencia de infección por papiloma virus en adolescentes, hace que se presente este cáncer a edades más tempranas, por lo que debe modificarse la cobertura de edad para la citología cervicovaginal, así como considerar la vacunación masiva, antes del inicio de las relaciones sexuales (AU).

ABSTRACT Cervical uterine cancer is the second one in frequency among women and an important cause of morbimortality. The risk of suffering it is associated to insane life styles, mainly in the adolescence, when attitudes began their formation and values are consolidated. 41 scientific articles were reviewed with the aim of structuring the theoretical references backing the relevance of education in cervical uterine cancer since the adolescence as a contribution to its prevention. Cervical uterine cancer is an anarchic proliferative cell process that begins with neoplastic intra epithelial changes; during the age period from 10 to 20 years it could become invasive. Among the risk factors stand out the precocious beginning of sexual relations, promiscuity, not using condoms, the long use of hormonal contraceptives, multiparity, youth pregnancy, immunologic factors, smoking, low-carotene diet, familiar antecedents and sexually transmitted diseases, mainly in the case of human papilloma virus. Preventions is sustained mainly on the cervical-vaginal cytology for the precocious detection of the lesion, and also the health promotion through educative activities preferably since the adolescence. The early beginning of the sexual activity, the sexual behavior of the new generations and the high frequency of infections caused by human papilloma virus in teenagers lead to the presentation of this cancer at earlier ages, consequently the age coverage for the cervical vaginal cytology should be modified, and also the massive vaccination before the beginning of the sexual relationships should be considered (AU).

Educación sobre cáncer cervicouterino en la adolescencia / Education on cervical uterine cancer in the adolescence

RESUMEN El cáncer cervicouterino es el segundo en frecuencia entre féminas y causa importante de mobimortalidad. El riesgo de padecerlo está asociado a estilos de vida insanos, sobre todo en la adolescencia, momento en que se inicia la formación de actitudes y consolidan valores. Con el objetivo de estructurar los referentes teóricos que sustentan la relevancia de la educación en cáncer cervicouterino desde la adolescencia como contribución a su prevención, se revisaron 41 artículos científicos. Este es un proceso anarquicoproliferativo celular que se inicia con cambios neoplásicos intraepiteliales, que entre 10 y 20 años pueden transformarse en invasor. Dentro de los factores de riesgo se destacan el inicio precoz de las relaciones sexuales, promiscuidad, no uso de condón, uso prolongado de contraceptivos hormonales, multiparidad, embarazo juvenil, factores inmunológicos, tabaquismo, dieta baja en carotenos, antecedentes familiares de la enfermedad e infecciones de transmisión sexual, sobre todo por el virus del papiloma humano que constituye el principal. La prevención se sostiene fundamentalmente en la citología cervicovaginal, para la detección precoz de la lesión, así como en la promoción de salud a través de actividades educativas, preferentemente desde la adolescencia. El inicio temprano de la actividad sexual, las conductas sexuales de las nuevas generaciones y la alta frecuencia de infección por papiloma virus en adolescentes, hace que se presente este cáncer a edades más tempranas, por lo que debe modificarse la cobertura de edad para la citología cervicovaginal, así como considerar la vacunación masiva, antes del inicio de las relaciones sexuales (AU).

ABSTRACT Cervical uterine cancer is the second one in frequency among women and an important cause of morbimortality. The risk of suffering it is associated to insane life styles, mainly in the adolescence, when attitudes began their formation and values are consolidated. 41 scientific articles were reviewed with the aim of structuring the theoretical references backing the relevance of education in cervical uterine cancer since the adolescence as a contribution to its prevention. Cervical uterine cancer is an anarchic proliferative cell process that begins with neoplastic intra epithelial changes; during the age period from 10 to 20 years it could become invasive. Among the risk factors stand out the precocious beginning of sexual relations, promiscuity, not using condoms, the long use of hormonal contraceptives, multiparity, youth pregnancy, immunologic factors, smoking, low-carotene diet, familiar antecedents and sexually transmitted diseases, mainly in the case of human papilloma virus. Preventions is sustained mainly on the cervical-vaginal cytology for the precocious detection of the lesion, and also the health promotion through educative activities preferably since the adolescence. The early beginning of the sexual activity, the sexual behavior of the new generations and the high frequency of infections caused by human papilloma virus in teenagers lead to the presentation of this cancer at earlier ages, consequently the age coverage for the cervical vaginal cytology should be modified, and also the massive vaccination before the beginning of the sexual relationships should be considered (AU).

Fatores de risco para lesões cervicais e câncer cervical em Mulheres com diagnóstico citológico de células escamosas Atípicas, maputo-moçambique, 2013 - 2015 / Risk factors for cervical lesions and cervical cancer in women with cytological diagnosis of atypical squamous cells, maputo-mozambique, 2013 - 2015

Introdução: O diagnóstico e o rastreamento das lesões cervicais são de suma importância. O método padrão de rastreamento do câncer do colo do útero e de suas lesões precursoras é o exame citológico pelo método de Papanicolaou. Objetivos: Estimar a prevalência das lesões cervicais de baixo e alto grau e câncer cervical em mulheres com diagnóstico citológico de células escamosas atípicas, verificar a influência dos agentes etiológicos de doenças com a presença das lesões cervicais e câncer cervical. Método: estudo transversal com abordagem quantitativa, coleta de dados retrospectiva, realizado no Departamento de ginecologia e obstetrícia, e no serviço de anatomia patológica do Hospital Central de Maputo, em Moçambique. Foram estudados 358 prontuários de Janeiro de 2013 a Dezembro de 2015 de mulheres com diagnóstico citológico de células escamosas atípicas. Considerouse como estatisticamente significante as variáveis p<0,05, calculou se a frequência de diagnósticos com seus respectivos intervalos de confiança (IC95%). A presença das lesões e o grau de associação entre as variáveis dependentes e independentes foi verificada através do cálculo do coeficiente de correlação de Pearson e razão de prevalência (RP). Resultados: a média da idade foi de 38,1 anos, mediana 36,6 e o desvio padrão de 12,3. A idade variou entre 17 a 71 anos. A prevalência das lesões cervicais foi de 153 casos (63%), sendo lesão de baixo grau (NIC I) 50 (32,7%) e lesão de alto grau /carcinoma invasor (NIC 2+) 103 (67,3%). Os fatores de risco associados às lesões cervicais e câncer cervical foram: idade (40-49) (P=0,001), profissão (doméstica) (P=0,016), Paridade (+de 5) (P=0,001), menopausa (P=0,001), HPV (P=0,001), e Tricomonas vaginalis (P=0,001).Conclusão: A prevalência das lesões cervicais de alto grau em mulheres com diagnóstico citológico de células escamosas atípicas foi alta. Os fatores de risco associados às lesões cervicais mais severas em pacientes com citologia de células escamosas atípicas foram: idade paridade, profissão, menopausa. Os agentes etiológicos de doenças que influenciaram no desenvolvimento das lesões cervicais e câncer cervical foram o HPV e Tricomonas vaginalis.

Asignaturas pendientes del DSM-5 / Unresolved issues in the DSM-5

el presente artículo analiza las críticas generadas a partir de la publicación del Manual diagnóstico y estadístico de los trastornos mentales, quinta edición (DSM-5), ya anunciadas parcialmente durante las últimas fases de su elaboración. Una parte de las críticas se ha centrado en los cambios de los criterios diagnósticos para determinados trastornos y en la incorporación al DSM de nuevas entidades. Sin embargo, otra vertiente crítica va dirigida a la falta de validez de los diagnósticos del DSM, por cuyo motivo se ha cuestionado su eficiencia en el campo de la investigación. El fallo básico del DSM se centra en la incoherencia de un modelo basado en un amplio repertorio de definiciones de entidades categóricas, todas ellas con un alto componente de comorbilidad. Como propuesta para superar el bloqueo generado en la investigación y la parquedad de avances terapéuticos, el Instituto Nacional de Salud Mental de Estados Unidos ha propuesto una estrategia de investigación cuyo punto de partida se sustenta en la identificación y el estudio de las dimensiones básicas de las disfunciones que se presentan de modo transversal en los trastornos mentales (AU)

This paper analyses the criticism prompted by the publication of the Diagnostic and statistical manual of mental disorders, fifth edition (DSM-5), which was already foreseen to a certain extent during the final stages of its drafting. Part of the criticism has focused on the changes in the diagnostic criteria for certain disorders and the incorporation of new entities into the DSM. Another line of criticism, however, is aimed at the lack of diagnostic validity of the DSM, which has led to its efficiency in the research field being questioned. The basic underlying flaw in the DSM is the incoherence of a model based on a wide range of definitions of categorical entities, all of which have a high element of comorbidity. As a proposal to overcome the blockage generated in research and the scarcity of therapeutic advances, the US National Institute of Mental Health has put forward a research strategy based on identifying and studying the fundamental dimensions of the dysfunctions that present transversally in mental disorders (AU)

Efeitos da luz UV-A e visível em células da pele e no cabelo / Effects UV-A and visible light on skin cells and hair

A luz solar apresenta ondas eletromagnéticas em ampla faixa espectral, incluindo as regiões do ultravioleta (UV-C, UV-B, UV-A), visível e infravermelho. Cada região interage com a pele de forma dependente da fotofísica e da fotoquímica dos seus respectivos compostos absorvedores. A luz UV-A causa a geração de espécies reativas de oxigênio e de nitrogênio (EROs e ERNs) através da fotossensibilização de moléculas endógenas (co-enzimas de flavina, porfirinas, melaninas). Quando fotossensibilizadores produzem quantidades de EROs e ERNs maiores do que a capacidade celular de supressão destas espécies, caracteriza-se um quadro de desbalanço redox, que causa lesão em biomoléculas como os ácidos nucleicos, lipídeos e as proteínas. Essas lesões podem levar à morte celular ou a outras transformações fenotípicas e genotípicas e também estimulam a liberação de citocinas pró-inflamatórias. Com a finalidade de melhor compreender a dinâmica dos mecanismos de resposta celular após exposição ao UV-A e ao visível, nós caracterizamos inicialmente as propriedades fotofísicas da melanina e detectamos a produção de oxigênio singlete (1O2) pela fotossensibilização no visível e a supressão desta espécie excitada pela reação do oxigênio singlete com a dupla ligação reativa dos grupos indóis presentes na melanina. Estes processos também foram observados no cabelo e levaram-nos a propor um modelo que explica o efeito da luz visível na estrutura e cor dos cabelos. Demonstramos também que a feomelanina produz mais (30%) 1O2 do que a eumelanina, que sofre maior modificação na sua estrutura por fotodegradação. O efeito destes processos na pele foi estudado a nível celular. Demonstramos que células epiteliais com maior teor de melanina apresentaram maior geração de 1O2 que causa lesão no DNA e morte necro-apoptótica após irradiação com luz visível. A foto-oxidação da melanina pela luz visível nos motivou a estudar um pigmento que fosse foto-protetor não somente contra luz UV-B mas também contra luz visível. A pigmentação com Acetil-Tirosina se mostrou atóxica e protetora contra luz UV-B e visível ao contrário do pigmento com tirosina, que se mostrou protetor do UV-B mas tóxico no visível. Este efeito foi relacionado com a localização celular do polímero e não com a estrutura do mesmo. A luz UV-A, por sua vez, promove o acúmulo de lipofuscina dentro dos vacúolos autofágicos de queratinócitos da pele e que também ativa a fototoxicidade pela luz visível. A lipofuscina dentro dos vacúolos autofágicos é foto-oxidada pela luz visível, causando lesão no DNA e morte celular programada tipo II. Doses UV-A que desencadeiam a liberação de citocinas também foram caracterizados

Sunlight presents electromagnetic radiation over a wide spectral range, including the regions of ultraviolet (UV-C, UV-B, UV-A), visible and infrared. Each region interacts with skin dependending on the photophysics and photochemistry of the respective absorbing compounds. UV-A light causes the generation of reactive oxygen and nitrogen species (ROS and RNS) by photosensitization of endogenous molecules (flavin coenzymes, porphyrins, melanins). When photosensitizers produce amounts of ROS and RNS larger than the cell capacity to suppress these species, a set of redox imbalance, which damages biomolecules such as nucleic acids, lipids and proteins. This damage cause cell death and to other phenotypic and genotypic changes and also stimulates the release of proinflammatory cytokines. In order to better understand the dynamics of the mechanisms of cellular responses after exposure to UV-A and visible light, we initially characterized the photophysical properties of melanin and detected the production of singlet oxygen (1O2) by photosensitization in the visible, as well as the suppression of these excited species by reaction of singlet oxygen with the double bonds of the reactive groups presented in the melanin indols. These processes were also observed in hair and led us to propose a model that explains the effects of visible light on the structure and color of hair. We also demonstrated that pheomelanin produces more (30%) 1O2 than eumelanin, which undergoes a quick change on its structure by photodegradation. The effect of these processes in the skin was studied at the cellular level. We demonstrated that epithelial cells with larger melanin content have stronger generation of 1O2, which causes DNA damage and necro-apoptotic death after irradiation with visible light. The photo-oxidation of melanin by visible light has motivated us to study a pigment that was not only able to protect against UV-B but also against visible. Pigmentation with Acetyl-Tyrosine proved nontoxic and protective against UV-B and visible light instead of pigmentation with Tyrosine, which shielded against UV-B but showed toxicity in the visible. This effect was associated with the polymer, cell location and not with its structure. UV-A light, in turn, promotes the accumulation of lipofuscin, within autophagic vacuoles of keratinocytes also enabling phototoxicity in the visible light. The lipofuscin within the autophagic vacuoles is fotooxidized by visible light, causing DNA damage and programmed cell death type II. Linear dose of UV-A that trigger the release of cytokines were also characterized

Validación de un sistema experto como ayuda al aprendizaje de la citología cervicovaginal para formación de citotécnicos / Validation of an expert system as an aid to the learning of cervical cytology for training of cytotechnologist

Introducción: Se ha construido un sistema experto para ayuda al aprendizaje y diagnóstico de citología ginecológica. Se valora su función en el aprendizaje. Sujetos y métodos: A dos grupos de alumnos de técnicos en anatomía patológica se les expusieron casos-problema: un grupo debía resolver la prueba con ayuda del sistema experto y otro grupo, sin él. Resultados: La capacidad diagnóstica fue mayor en el grupo que usó el sistema experto. Conclusión: La utilización del sistema experto es una herramienta útil como ayuda a la enseñanza convencional (AU)

Introduction: It has built an expert system for gynecologic cytology. We value your role in learning. Subjects and methods: Two groups of students pathology technicians problem cases are presented: one group had to solve the test using the expert system and another group without it. Results: The diagnostic capacity was greater in the group using the expert system. Conclusion: The use of expert system is a useful tool as an aid to conventional teaching (AU)