Nuevas formas de motivación en la enseñanza de la anatomía humana / New forms of motivation in the teaching of human anatomy

Introducción: Las nuevas generaciones de alumnos (generación Z o nativa digital) en la actualidad han provocado la necesidad de implantar nuevas metodologías docentes en las que el alumnado sea un sujeto activo y participativo en su propio proceso de aprendizaje. Entre estas metodologías, el uso del aprendizaje basado en juegos puede considerarse una alternativa que refuerce a la clásica ‘clase magistral’ y las clases prácticas en la docencia universitaria. Sujetos y métodos: Utilización del aprendizaje basado en juegos (juegos serios) en los alumnos matriculados de la asignatura de Anatomía Humana I (Aparato Locomotor), de primer curso del grado de Medicina en la Universidad de Zaragoza. Resultados: El uso de esta metodología ha sido valorado, mediante encuesta de evaluación de respuesta voluntaria, de manera muy positiva, haciendo hincapié en el efecto que tiene sobre la motivación, la participación y la integración de contenidos teóricos y prácticos. Conclusión: El aprendizaje basado en juegos debe considerarse como una potente alternativa que mejora la motivación, la participación y la integración de contenido en el aula de educación superior.(AU)

Introduction: The new generations of students, such as the current generation Z or digital natives, have provoked the need to implement new teaching methodologies where students are active and participative subjects in their own learning process. Among these methodologies, the use of game-based learning can be considered an alternative to reinforce the classic ‘master class’ in university teaching. Subjects and methods: Use of game-based learning (serious games), in students enrolled in the subject of Human Anatomy I (Locomotor System), first year of the Degree of Medicine at the Universidad de Zaragoza. Results: The use of this methodology has been evaluated, by means of a voluntary evaluation survey, in a very positive way, emphasizing the effect on motivation, participation and integration of theoretical and practical contents. Conclusion: Game-based learning should be considered as a powerful alternative that improves motivation, participation and content integration in the higher education classroom.(AU)

Anatomical study about the variations in renal vasculature.

Renal vascularization is classically described as a renal artery and vein. However, this vascular pattern presents numerous anatomical variations in terms of their number, origin and course due to ontogenetic alterations. The aim was to carry out a descriptive study of the renal vascular pattern observed during the dissection of cadavers intended for teaching purposes. A descriptive and observational study of renal vascular anatomy was carried out by dissecting 16 renal blocks from 8 cadavers donated to science and used for teaching at the Faculty of Medicine of the University of Zaragoza. The prevalence of arterial variations was 75% (56.3% for polar renal arteries, 12.5% for pre-hilar branching and 6.25% for double communicating arterial arch) and venous was 62.5% (12.5% for polar renal veins, 25% for late venous confluence, 6.25% for triple renal vein and 18.75% for double circumaortic renal vein). We conclude that the renal vascular anomalies occur with high frequency; for this reason, knowledge of these anomalies is extremely important for the correct planning of numerous medical-surgical activities.

Impacto del SARS-CoV-2 (COVID-19) en la docencia teórico-práctica de la neuroanatomía humana / Impact of SARS-CoV-2 (COVID-19) on the theoretical-practical teaching of human neuroanatomy

Introducción: Durante el curso 2019-2020, debido a la situación provocada por la COVID-19, Neuroanatomía humana (cuarto semestre, grado de Medicina, Universidad de Zaragoza), que en condiciones normales combina teoría y práctica presenciales, se planteó de manera telemática, mediante la aportación al alumnado de material didáctico a través de la intranet Anillo Digital Docente-Moodle© e Instagram©, así como por tutorías vía Google Meet©. Material y métodos: Con objeto de poder comprobar el grado de satisfacción de la docencia teórico-práctica presencial frente a la telemática, se realizaron con el alumnado dos cuestionarios (pre-COVID-19 y durante la COVID-19) de cuatro y seis preguntas cerradas, respectivamente, con cinco opciones de respuesta según una escala de Likert. Además, se plantearon dos preguntas abiertas en cada cuestionario. Por parte del profesorado, la valoración fue en una reunión de coordinación de la asignatura tras finalizar el período lectivo. Resultados: Las encuestas de satisfacción las respondió el 71% de los alumnos (68/95). La falta de asistencia no sufre variación significativa en ambas situaciones con respecto a la asistencia a las clases teóricas y prácticas, pero sí los motivos causantes de ausencia: los primeros fueron principalmente profesionales, y los segundos, de conectividad. El alumnado valora la docencia teórica presencial frente a la telemática de forma muy parecida, mientras que, a nivel práctico, sigue prefiriendo la presencialidad, lo que coincide con el profesorado. Conclusión: Esta evaluación permite constatar que la docencia teórica de la asignatura por vía telemática es viable, siempre y cuando el alumnado disponga de una buena conectividad, pero no así la parte práctica, donde la presencialidad es imprescindible actualmente.(AU)

Introduction: During the 2019-2020 academic year, and due to the situation caused by COVID-19, Human Neuroanatomy (4th semester- Degree of Medicine- University of Zaragoza) which under conditions of normality combines in-person theory and practice, had to consider itself in a telematic way by providing students with teaching materials through intranet ADD (Digital Teaching Ring)- Moodle©, Instagram©, as well as tutoring via Google Meet©. Material and methods: In order to be able to check the degree of satisfaction of the theoretical teaching- face-to-face versus telematic teaching, 2 questionnaires were carried out by the students (pre-COVID-19 and during COVID-19), of 4 and 6 closed questions respectively, with 5 answer options, according to Likert scale. In addition, 2 open questions were raised in each questionnaire. On the part of the teachers, was valued in a coordination meeting of the subject, after the end of the teaching period: Results: Satisfaction surveys were answered by 71% of students (68/95). The lack of attendance does not suffer a significant variation in both situations, but the reasons that have led to the absence, being the first being mainly professional, and the second reasons for connectivity. Students value in-person theoretical teaching versus telematics in a very similar way, while on a practical level, they continue to prefer face-to-face, coinciding with the teachers. Conclusion: This evaluation confirms that the theoretical teaching of the subject via telematics is viable, as long as the students have good connectivity, but not the practical part, where attendance is essential today.(AU)

Are Comorbidities Associated With Overall Survival in Patients With Oral Squamous Cell Carcinoma?

PURPOSE: Oral squamous cell carcinoma (OSCC) is a highly prevalent type of immunogenic cancer with a low survival rate in patients with comorbidities owing to toxic habits. MATERIALS AND METHODS: A retrospective cohort study was conducted of patients with resectable OSCC at a tertiary Spanish hospital from 2011 to 2014. The primary predictor variables were comorbidity and immune biomarkers. Comorbidity was assessed using the Adult Comorbidity Evaluation-27 (ACE-27) and scored from 1 to 3 (mild to severe decompensation, respectively). The immune biomarkers were neutrophil-to-lymphocyte ratio (NLR), derived NLR (dNLR), platelet-to-lymphocyte ratio (PLR), and lymphocyte-to-monocyte ratio (LMR). The primary outcome variable was 5-year overall survival (OS). Other study variables were stage, margin, and neck management. Receiver operating characteristic curves were built for each ratio. For the survey of immune biomarkers, area under the curve was computed to determine cutoff points and investigate their association with OS. Kaplan-Meier estimates of survival and Cox proportional hazards models were used for longitudinal analysis. RESULTS: Overall 215 patients were identified (median age, 67 yr; range, 32 to 96 yr; median follow-up, 31 months; range, 7 to 78 months); 159 patients had at least 1 comorbid condition. Results showed that a severe comorbidity (according to the ACE-27) increased the risk of death by 4 times in patients with OSCC regardless of stage. NLR, dNLR, LMR, and PLR were associated with OS in the univariate study. Cutoff points to predict increased mortality were 3, 1.9, 2.6, and 66 for NLR, dNLR, LMR, and PLR, respectively. Age, comorbidity, stage, margins, and management of the neck were important independent predictors of decreased OS in OSCC. PLR was marginally associated with OS in the multivariate model. CONCLUSION: These results suggest that comorbidity and NLR, dNLR, LMR, and PLR are associated with 5-year OS in patients with resectable OSCC.

Contribution to morphological knowledge of the development of the human incudo-mallear joint.

CONCLUSION: At the time of birth, the incudo-mallear joint is completely developed. OBJECTIVE. To study the development of the incudo-mallear joint in human embryos and fetuses. MATERIALS AND METHODS. In all, 46 temporal bones with ages between 9 mm and newborns were studied. The preparations were cut in a series and dyed using Martins' trichrome technique. RESULTS. The incudo-mallear joint acquires the characteristics of a saddle joint at 10 weeks of development. The cartilage that covers the articular surfaces is formed by different strata that develop successively: the superficial stratum at 14 weeks, the transitional between 15 and 19 weeks, and the radial from 20 weeks. The subchondral bone develops between weeks 25 and 28 by the mechanisms of apposition and extension of the periosteal and endosteal bones, but it is not until week 30 that it completely covers the articular surfaces, consisting of bone fascicles whereby the lines of force will be transmitted. The articular capsule is formed as from the inter-zone. The surface zone develops the capsular ligament, and the internal surface develops the synovial membrane. Even though it is not consistent, the primordium of the meniscus is seen at 18 weeks.