Terminología anatómica: un camino difícil / Anatomical terminology: a difficult pat

En el presente artículo se hace una revisión sistemática o evaluativa de carácter descriptivo-exploratorio donde se buscaron los estudios más relevantes de forma sistematizada en relación a la terminología anatómica, se abordó su historia, su evolución hasta el presente y las dificultades existentes para su correcta aplicación y difusión(AU)

In the present article a systematic or evaluative review of descriptive-exploration nature is made, where the most relevant studies searched in a systematic way in relation to the anatomic terminology, its history, its evolution to the present and the existing difficulties for its correct application and dissemination were addresse(AU)

La tarea docente en el proceso de enseñanza aprendizaje de las ciencias básicas biomédicas / The Task within the Teaching-Learning Process of Basic Biomedical Sciences

Son numerosas las investigaciones que han abordado la tarea docente como un elemento esencial para la adquisición de conocimientos y el desarrollo de habilidades en estudiantes de diferentes niveles de formación y, de manera particular, en el universitario. Con respecto a ella, existen diversos enfoques en dependencia del punto de vista considerado. El presente artículo tuvo como objetivo determinar los referentes necesarios para el diseño de un sistema de tareas docentes de contenidos histológicos para el proceso de enseñanza aprendizaje de las ciencias básicas biomédicas (CBB) en la carrera de medicina. Se identificaron como regularidades esenciales, consideradas por los autores como referentes de valor: el reconocimiento de la tarea docente como un eslabón del proceso de enseñanza aprendizaje y un elemento básico de este, que persigue objetivos determinados y lleva implícita esencialmente la actividad del estudiante; es, por tanto, un recurso didáctico para planificar, organizar, regular y controlar su actividad encaminada a adquirir los conocimientos necesarios sobre la estructura histológica del organismo humano normal, además de entrenar habilidades y fomentar valores vinculados a la profesión para la cual se están formando. A partir de lo anterior se definió un concepto de tarea docente de CBB" y de contenidos histológicos(AU)

Very much research has addressed the teaching task as an essential element for knowledge acquisition and the development of skills in students at different levels of education, as well as at the university level in particular. With respect to this topic, there are different approaches, depending on the considered point of view. The aim of this article was to determine the necessary references for designing a system of teaching tasks with contents about histology for the teaching-learning process of basic biomedical sciences in the medical major. The following were identified as essential regularities, considered by the authors to be valuable references: acknowledgment of the teaching task as a link within the teaching-learning process and a basic element of it, which pursues specific objectives and essentially involves the student's activity; it is, therefore, a didactic resource for planning, organizing, regulating and controlling their activity aimed at acquiring the necessary knowledge about the histological structure of the normal human organism, in addition to training skills and promoting values linked to the profession for which they are being trained. Based on the above, a concept was defined for teaching tasks in basic biomedical sciences and contents about histology(AU)

Proyección didáctica educativa mediante la plataforma Moodle en la disciplina Bases Biológicas de la Medicina / Didactic-Educational Projection through the Moodle Platform in the Discipline Biological Basis of Medicine

Introducción: Las decisiones tomadas para la conducción adecuada de los procesos académicos comprometen la responsabilidad ante la formación profesional. Objetivo: Analizar la proyección didáctica educativa asumida por el Departamento de Ciencias Básicas Biomédicas, de la Facultad de Ciencias Médicas Salvador Allende, con el uso de la plataforma Moodle en la enseñanza-aprendizaje de la Disciplina Bases Biológicas de la Medicina. Posicionamiento de los autores: Se constató que se ha venido haciendo uso de la plataforma Moodle como un recurso para implementar aulas virtuales complementarias a la docencia presencial, en las que se promueve la participación consciente y activa de los estudiantes en el proceso de su formación, cuyo funcionamiento se propone mejorar. Conclusiones: El análisis sobre las decisiones tomadas por el Departamento de Ciencias Básicas Biomédicas, de la Facultad de Ciencias Médicas Salvador Allende, con respecto al uso docente de la plataforma Moodle, permitió establecer que dichas determinaciones resultan adecuadas, al coincidir con las normas generales que suponen una gestión didáctica pertinente, característica que contribuye al cumplimiento de uno de los indicadores de la responsabilidad social universitaria. Se sugiere promover institucionalmente esta posición acerca del trabajo metodológico en otros departamentos docentes que solamente han desarrollado repositorios de información(AU)

Introduction: Decisions made for conducting academic processes properly compromise the responsibility to respond for professional training. Objective: To analyze the educational-didactic projection assumed by the Department of Basic Biomedical Sciences of Facultad de Ciencias Médicas Salvador Allende with respect to the use of the Moodle platform in the teaching-learning of the discipline Biological Basis of Medicine. Authors' Position: The Moodle platform was found to have been used as a resource to implement virtual classrooms complementary to face-to-face teaching, where promotion is made for the conscious and active participation of students in the process of their training, and whose operation has been suggested to be improved. Conclusions: The analysis on the decisions made by the Department of Basic Biomedical Sciences at Facultad de Ciencias Médicas Salvador Allende with respect to the teaching use of the Moodle platform allowed establishing that such determinations are adequate, as they coincide with the general standards based on a relevant didactic management, a characteristic that contributes to the fulfillment of one of the indicators of university social responsibility. This position towards methodological work is suggested to be promoted institutionally in other teaching departments that have only developed information repositories(AU)

Context-based refinement of mappings in evolving life science ontologies.

BACKGROUND: Biomedical computational systems benefit from ontologies and their associated mappings. Indeed, aligned ontologies in life sciences play a central role in several semantic-enabled tasks, especially in data exchange. It is crucial to maintain up-to-date alignments according to new knowledge inserted in novel ontology releases. Refining ontology mappings in place, based on adding concepts, demands further research. RESULTS: This article studies the mapping refinement phenomenon by proposing techniques to refine a set of established mappings based on the evolution of biomedical ontologies. In our first analysis, we investigate ways of suggesting correspondences with the new ontology version without applying a matching operation to the whole set of ontology entities. In the second analysis, the refinement technique enables deriving new mappings and updating the semantic type of the mapping beyond equivalence. Our study explores the neighborhood of concepts in the alignment process to refine mapping sets. CONCLUSION: Experimental evaluations with several versions of aligned biomedical ontologies were conducted. Those experiments demonstrated the usefulness of ontology evolution changes to support the process of mapping refinement. Furthermore, using context in ontological concepts was effective in our techniques.

La inmunidad más allá de las ciencias médicas y biológicas / Immunity beyond the medical and biological sciences

El contexto socio-cultural actual, con su vertiginoso indi¬vidualismo y cada vez más alejado de lo colectivo, nos exige ejercitar la bioética y reflexionar sobre la lógica inmunitaria y la teoría del sistema inmunitario. La división siempre fue igual: blanco/negro, el bien/el mal, anticuerpo/antígeno, normal/patológico, occidente/oriente, civilización/barbarie, gen/proteína, y la lista es inagotable. Desde la lógica inmunitaria estas asociaciones se sintetizan en el par dicotómico vertical lo propio/lo no propio, donde el cuerpo humano biologizado (o biomedicalizado) representaría lo propio, que debe protegerse de lo considerado no propio, como podría ser un microorganismo o un cáncer. ¿De qué hablamos cuando hablamos de inmunidad? Depende. En la sinopsis del libro de divulgación científica Qué es el sistema inmune, escrito por Gabriel Rabinovich y Jorge Geffner, se anuncia (2014): "Sin que nos demos cuenta, nuestro organismo es un territorio en el que día y noche se desarrollan batallas épicas. Se producen en la intimidad de nuestros tejidos, y con armas más versátiles y efectivas que ninguna de las diseñadas por la industria bélica. Las protagoniza el sistema inmune, que distingue lo propio de lo extraño, nos protege de microorganis¬mos patógenos y descarta errores en la cadena de producción de las células (1)". En otro sentido, en la solapa del libro Immunitas. Protec¬ción y negación de la vida de Roberto Espósito se lee (2009): "La inmunidad preserva la comunidad al tiempo que la debilita". La fisiología del sistema inmunológico obedece a una lógica contradictoria: "la vida busca afirmase en aquello que la niega" (2). Es decir, para sobrevivir, conservar, proliferar y potenciar lo propio, se necesita de lo extraño. ¿Quién se puede negar a proteger lo que es de uno (tu cuerpo, tu casa, tu renta, tu país)? "Lo no propio" representa la esencia de la categoría "enfermedad" y se establece como ejemplar predilecto del discurso inmunitario, habiendo evo¬lucionado en sentido común. El sentido común, la obviedad vacía, materializa las re¬presentaciones del vulgo y produce un ethos mediado por el discurso biomédico con el objetivo de cosificar y colocar a las personas bajo la órbita comercial, donde "lo no propio" y la "enfermedad" funcionan como dispositivo espectacular de valor agregado. En este sentido, Donna Haraway sostiene: "Dirijo mi atención principalmente hacia ese polimorfo y poderosos objeto de fe, conocimiento y práctica llamado sistema inmunitario. Mi tesis es que el Sistema Inmunitario es un elaborado ícono para sistemas clave de "diferenciación" simbólica y material en el capitalismo tardío. Preeminente¬mente un objeto del siglo veinte, el Sistema Inmunitario es un mapa dibujado para guiar el reconocimiento y el desconoci¬miento del sí mismo y del otro en la dialéctica de la política occidental (Haraway en Esposito, 2009)." Este rasgo esencial del Sistema Inmune (lo no propio) se encuadra en el hábito de designar a las instituciones y a los eventos culturales como conceptos médico-biológicos y calificarlos en términos de moralidad, siempre en pares dicotómicos verticales, donde lo "mejor/peor" o "superior/inferior" es el sustrato favorito para fabricar conceptos aso¬ciados a ellos, en este caso "lo propio/lo no propio" (3, 4). La naturaleza del mecanismo inmunitario es una teoría, devenida verdad, cuya atracción para el estudiantado y su facilidad para estudiarla y comprenderla proviene de la dicotomía axiológica "lo propio y lo no propio" y desde la metáfora bélica. El problema surge cuando ­televisión de por medio­ se produce el pasaje de verdades (conceptos) médicas a la comunidad, porque la sociedad y el espectáculo encuentran en el fascinante discurso médico su argumentación teórica (5). Ahora bien, imaginemos la siguiente definición: El Sistema Inmunitario se encarga de reconocer e incluir lo no propio, para interactuar con lo propio y fortalecerse. El contenido y el mecanismo fisiológico es el mismo; sólo cambió el discurso y, por ende, el significado. Lamentablemente, para que "la cosa funcione" el discurso inmunitario debe ser el de siempre: el de una batalla, y si es épica mejor.

The institutionalisation of biology in the British Association for the Advancement of Science, 1866-1894.

Biology, like most scientific disciplines, emerged in the nineteenth century. However, disciplinary institutionalisation processes are not linear; a concept can be proposed, but not develop. Biology originated in the presence of established traditions such as anatomy, physiology, botany, and zoology, which represent the thematic and practical diversity under which it was understood. Based on the records of the annual meetings of the British Association for the Advancement of Science, the process by which biology emerged will be described. We will also recount how the discipline underwent changes throughout the century, where contrasting methodologies and theories were emphasized at different times.

Scientific production and most researched diseases in the Biological Sciences postgraduate programs in Brazil / Produção científica e doenças mais pesquisadas nos programas de pós-graduação em Ciências Biológicas no Brasil

This macro-level scientometrics study aimed to analyze the similarities and differences in the scientific communication patterns of the Brazilian postgraduate programs (BPPs) belonging to the Biological Sciences II field (BS2), as defined by Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Also, it was identified the most researched diseases and it was discussed their relationship with the needs of Brazilian public health considering the burden of disease (Disability-Adjusted Life Year - DALY, Brazil) estimated by the World Health Organization (WHO). Thus, the scientific production of the BS2's sub-areas Biophysics, Biochemistry, Pharmacology, Physiology, and Morphology was evaluated from 2013 to 2016, through considering the citation impact, Impact Factor (Journal Citation Reports), and scientific collaboration. Data collected included formal information provided to CAPES by all BPPs through the Plataforma Sucupira as well as metadata from Web of Science documents. In addition, were employed the standardized Medical Subject Headings (PubMed) for the analysis of researched diseases. We concluded that the patterns of scientific communication in Biophysics, Biochemistry, Pharmacology, Physiology, and Morphology were predominantly different. Thus, there is a need to consider specificities among the five sub-areas in the evaluation process performed by CAPES. Different approaches are revealed by identifying the most frequently researched diseases and explaining the contributions of each sub-area for Brazilian public health.

Este estudo cientométrico de nível macro teve como objetivo analisar as semelhanças e as diferenças nos padrões de comunicação científica dos programas de pós-graduação brasileiros (PPGs) da área de Ciências Biológicas II, avaliados pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Além disso, foram identificadas as doenças mais pesquisadas e foi discutido sua relação com as necessidades de saúde pública brasileira, considerando a carga de doenças (Disability-Adjusted Life Year - DALY, Brasil) estimada pela Organização Mundial da Saúde (OMS). Assim, a produção científica das subáreas Biofísica, Bioquímica, Farmacologia, Fisiologia e Morfologia da área de Ciências Biológicas II foi avaliada de 2013 a 2016, considerando o impacto de citações, o Fator de Impacto (Journal Citation Reports) e a colaboração científica. Os dados coletados incluíram informações declaradas à CAPES por todos os PPGs por meio da Plataforma Sucupira, bem como metadados de documentos da Web of Science. Além disso, foram utilizados os cabeçalhos de Medical Subject Headings (PubMed) para a análise das doenças pesquisadas. Concluímos que os padrões de comunicação científica entre as subáreas Biofísica, Bioquímica, Farmacologia, Fisiologia e Morfologia foram predominantemente diferentes. Assim, é necessário considerar as especificidades entre as cinco subáreas no processo de avaliação realizado pela CAPES. Diferentes abordagens são reveladas a partir da identificação das doenças mais pesquisadas e da explicação das contribuições de cada subárea para a saúde pública brasileira.

Tratamiento a la comunicación científica desde la Disciplina Bases Biológicas de la Medicina / Treatment of scientific communication from the Discipline Biological Bases of Medicine

La enseñanza médica en Cuba constituye el escenario ideal para la formación de las competencias que garantizan la generación y socialización de resultados investigativos contextualizados a los desafíos actuales. Durante el año 2021, se realizó un estudio descriptivo con enfoque socio formativo en la Universidad de Ciencias Médicas de Camagüey, con el propósito de develar las potencialidades de la disciplina Bases Biológicas de la Medicina (BBM) para la formación de la competencia comunicación científica. A partir del mismo se determinan las causas, carencias teóricas y prácticas que repercuten en la formación de dicha competencia desde la formación inicial en el estudiante de Medicina y su incidencia en la práctica educativa. Fueron identificadas las potencialidades de esta disciplina y su implicación en la formación de una cultura para obtener, elaborar y comunicar los resultados de la actividad investigativa como elementos básicos para la socialización científica. El trabajo metodológico del colectivo de año, enfocado en las potencialidades identificadas desde un enfoque socio formativo posibilita formar y desarrollar la competencia objeto de estudio, orientada hacia la socialización de los resultados de la actividad investigativa que realiza el estudiante durante la educación en el trabajo y actividades extensionistas(AU)

Medical education in Cuba is the ideal setting for the formation of competencies that guarantee the generation and socialization of research results contextualized to current challenges. During the year 2021, a descriptive study with a socio-formative approach was carried out at the University of Medical Sciences of Camagüey, with the purpose of revealing the potentialities of the discipline Biological Bases of Medicine (BBM) for the formation of scientific communication competence. From it, the causes, theoretical and practical deficiencies that have an impact on the formation of this competence from the initial training in the medical student and its impact on educational practice are determined. The potentialities of this discipline and its involvement in the formation of a culture to obtain, elaborate and communicate the results of the research activity as basic elements for scientific socialization were identified. The methodological work of the year group, focused on the potentialities identified from a socio-formative approach, makes it possible to train and develop the competence under study, oriented towards the socialization of the results of the research activity carried out by the student during education at work and extension activities(EU)

Self-regulated learning of Natural Sciences and Mathematics future teachers: learning strategies, self-efficacy, and socio-demographic factors

Teacher education programs should have as one of their purposes the promotion of self-regulatory skills for learning among students who aspire to be teachers so that they can take a leading role in their learning and foster these skills in their future students. Considering the importance of knowing what students in teacher education programs do to study and learn, as well as how efficacious they feel to deal with academic demands, this study is part of a larger research and aims to investigate the learning and study strategies and self-efficacy for learning beliefs of 220 students enrolled in teacher education programs in Biological Sciences, Chemistry, Physics and Mathematics of a Higher Education Institution in the state of Piauí, and examine them in relation to age, gender, licentiate area, and course semester. Brazilian translations of the Learning and Study Strategies Inventory (LASSI ­ Third Edition) and the Self-efficacy for Learning Form were used for data collection. Scales were administered in the classrooms both through online platforms and in paper and pencil. Nonparametric inferential statistical pproaches were used to test hypotheses regarding group differences. Statistically significant differences were found in LASSI in relation to gender, licentiate area, and course semester. Overall, students in Physics dealt better with anxiety; in Mathematics showed more favorable attitudes towards learning; in Chemistry reported an aging their time better; in Biological Science showed significantly lower scores on many scales than did other students. Findings from this study could help inform curricular design decisions regarding teacher education programs and inform the design of interventions to strengthen the learning and study strategies and the self-efficacy for learning beliefs of future teachers.

The heterogeneity of systemic lupus erythematosus: Looking for a molecular answer / La heterogeneidad del lupus eritematoso sistémico: buscando una respuesta molecular

ABSTRACT The heterogeneity of SLE is a major limitation when designing clinical trials and understand ing the mechanisms of the disease. The analyses conducted before the new technologies for the identification of the single cell transcriptome focused on the detection of molecular patterns such as interferon signature in total blood or through the analysis of major sepa rate cell populations, such as CD4+ T cells. The analyses of molecular patterns have mainly focused on the transcriptome and DNA methylation changes. The first studies on single cell transcriptomics have now been published for mononuclear blood cells and tissues or the knowledge derived from them, total kidney, tubules and skin keratinocytes. The latter have defined patterns of nonresponse to treatment. However, much work still needs to be done to be able to use these methods in clinical practice.

RESUMEN La heterogeneidad del lupus es una limitante al momento de diseñar estudios clínicos, así como también para nuestra facultad de comprender los mecanismos de la enfermedad. Los análisis previos a las nuevas tecnologías para la detección del transcriptoma de célula única trabajaron en la identificación de patrones moleculares, como la firma del interferón en sangre total, o a través del análisis de poblaciones celulares principales separadas, como son las células T CD4+. Los análisis de patrones moleculares se han enfocado primordialmente en el transcriptoma y en los cambios de metilación del ADN. Ya se han publicado los primeros estudios de transcriptoma de célula única para células sanguíneas mononucleares y para tejidos, riñón total, túbulos y queratinocitos de piel. Estos últimos han definido patrones de no-respuesta al tratamiento. Aún falta mucho para que los métodos o los conocimientos derivados de los mismos sean de utilidad en la práctica clínica.

Cultura del caos / Chaos Culture

La Teoría del Caos, considerada la tercera revolución de la física, se ha convertido en un método científico para abordar sistemas complejos que no pueden ser explicados por los recursos tradicionales de la ciencia. Su campo de aplicación es cada vez más amplio, porque el pensamiento complejo ha ofrecido solución a numerosos sistemas en la naturaleza, la biología y muy diversas esferas de la vida. El objetivo de este trabajo es ofrecer una panorámica general sobre el tema, desde una postura no estrictamente matemática. Se realizó una revisión en la literatura y se expone el conocimiento sedimentado en el tiempo, por los estudiosos y expertos en la materia. Se ofrece una visión general de la Teoría del Caos, las condiciones para su surgimiento, así como sus aspectos y propiedades generales expresadas en sus dos dimensiones: tiempo (sistemas dinámicos) y espacio (fractales). Se hacen explícitos en cada caso, los conceptos y definiciones necesarias para entender y hablar de Caos. En un segundo artículo se expondrán las principales aplicaciones de esta teoría en la medicina y en particular en el campo de las neurociencias. Para los profesionales del sector salud, resulta un reto necesario familiarizarse con este nuevo enfoque, entender su esencia, principios y conceptos, para adquirir una cultura del Caos(AU)

Chaos Theory, considered the third revolution in physics, has become a scientific method to address complex systems that cannot be explained by the traditional resources of science. Its field of application is increasingly wide, because complex thinking has offered solutions to numerous systems in nature, biology and very diverse spheres of life. The objective of this work is to offer a general overview of the subject, from a non-strictly mathematical position. A literature review was carried out and the knowledge settled over time, by scholars and experts in the field, is exposed. An overview of Chaos Theory is offered, the conditions for its emergence, as well as its aspects and general properties expressed in its two dimensions: time (dynamic systems) and space (fractals). The concepts and definitions necessary to understand and speak of Chaos are made explicit in each case. In a second article, the main applications of this theory in medicine and in particular in the field of neurosciences will be exposed. For professionals in the health sector, it is a necessary challenge to become familiar with this new approach, understand its essence, principles and concepts, to acquire a culture of Chaos(AU)

Análisis de las temáticas y enfoques de los artículos publicados en la Revista NOVA en el periodo comprendido entre 2014 y 2019 / Analysis of the topics and approaches of the articles published in the Scientific Publication NOVA in the period between 2014 and 2019

Resumen Objetivo. Identificar los enfoques y temáticas publicadas en la Revista Nova en los últimos 5 años y realizar una descripción narrativa de los mismos. Metodología. Revisión documental y análisis de las contribuciones teóricas y empíricas producidas durante el periodo comprendido entre 2014 y 2019 de publicación de la Revista NOVA. Resultados. Se identificaron dos enfoques: área médica y ciencias biológicas y seis temáticas relevantes: 1. Enfermedades infecciosas y resistencia bacteriana, 2. Enfermedades raras y neurodegenerativas, 3. Enfermedades tropicales, 4. Enfermedades metabólicas y diagnóstico prenatal, 5. Enfermedades cardiovasculares y hematológicas, 6. Biotecnología y calidad del agua. Conclusiones. La Revista NOVA ha realizado importantes contribuciones a la divulgación científica desde las áreas de la salud y biológicas, particularmente en seis temáticas de relevancia para el país y el mundo.

Abstract Objective. Identify the approaches and topics published in Nova in the last 5 years and make a narrative description of them. Methodology. Documentary review and analysis of the theoretical and empirical contributions produced during the period of the last 5 years of publication of the NOVA. Results. Two approaches were identified: medical and biological sciences area and six relevant topics: 1. Infectious diseases and bacterial resistance, 2. Rare and neurodegenerative diseases, 3. Tropical diseases, 4. Metabolic diseases and prenatal diagnosis, 5. Cardiovascular and hematological diseases, 6. Biotechnology and water quality. Conclusions. NOVA Scientific Publication has made important contributions to scientific dissemination from the health and biological areas, particularly on six topics of relevance to the country and the world.

Building Health Throughout the Life Course. Concepts, Implications, and Application in Public Health

Building Health Throughout the Life Course elucidates how health develops and changes throughout the life course, and how the use of the life course approach among public health practitioners can ensure that health as a human right is achieved for all individuals. It describes the life course vision of health that focuses not only on diseases and their consequences, but rather on achieving long, healthy, active, and productive lives. The book consists of three stand-alone parts. Part 1, “Concepts”, aims to illuminate the complexity of health through the understanding of the life course approach. It can be used to familiarize oneself with the evolution and meaning of the life course, which serves as a basis for effective public health practice. Part 2, “Implications”, identifies the implications for the operationalization of the life course approach in public health. It translates the technical language of the life course literature to understand how the application of the life course approach requires changes in health systems, policies, research, and practice. Part 3, “Application in Public Health”, identifies key opportunities to strengthen the adoption of the life course approach in public health practice. It describes concrete, evidence-based actions to improve health and well-being through the promotion and generation of skills throughout the life course. This book aims to help decision-makers and public health professionals to understand the life course meaning and concepts, which is essential to comprehend how health develops and changes throughout the life course. The book also describes how the life course model allows us to address health disparities by generating mechanisms to improve health and well-being by promoting the vision of health as the product of a series of experiences that contribute to or detract from health in the near and long term.

Construir la salud a lo largo del curso de vida. Conceptos, implicaciones y aplicación en la salud pública

Construir la salud a lo largo del curso de vida explica la manera en que la salud se desarrolla y cambia a lo largo del curso de la vida, y cómo el uso del enfoque del curso de vida por los profesionales de la salud pública puede garantizar que todas las personas alcancen la salud como un derecho humano. Aquí se describe la visión del curso de vida en la salud que se centra no solo en las enfermedades y sus consecuencias, sino más bien en lograr una vida larga, saludable, activa y productiva. El libro consta de tres partes independientes. El propósito de la primera, sobre los conceptos, es arrojar luz sobre la complejidad de la salud mediante la comprensión del enfoque del curso de vida. Se puede utilizar para familiarizarse con la evolución y el significado del curso de vida, que sirve de base para una práctica eficaz de la salud pública. En la segunda parte, se describen las implicaciones para la operacionalización del enfoque del curso de vida en la salud pública. El lenguaje técnico de la bibliografía sobre el curso de vida se traduce a fin de entender que la aplicación del enfoque del curso de vida requiere cambios en los sistemas, las políticas, la investigación y la práctica en materia de salud. En la tercera parte sobre su aplicación en la salud pública, se muestran algunas oportunidades importantes para fortalecer la adopción del enfoque del curso de vida en la práctica de la salud pública y se describen algunas medidas concretas basadas en la evidencia para mejorar la salud y el bienestar a través de la promoción y generación de habilidades a lo largo del curso de vida. El propósito de este libro es ayudar a los responsables de las decisiones y los profesionales de la salud pública a comprender el significado del curso de vida y los conceptos relacionados, algo esencial para comprender la manera en que la salud se desarrolla y cambia a lo largo del curso de la vida. También se describe la manera en que el modelo del curso de vida nos permite abordar las disparidades en la salud mediante la generación de mecanismos para mejorar la salud y el bienestar, mediante la promoción de la visión de la salud como producto de una serie de experiencias que aportan o restan salud a corto y a largo plazo.

Atenção integrada para as pessoas idosas (ICOPE). Diretrizes de intervenções comunitárias para o manejo dos declínios na capacidade intrínseca / WHO Guidelines on Integrated Care for Older People (ICOPE). Guidelines on community-level interventions to manage declines in intrinsic capacity

O Programa de Atenção Integrada para a Pessoa Idosa (ICOPE) foi desenvolvido pela Organização Mundial da Saúde (OMS) para atender às necessidades e demandas de saúde das populações idosas em todo o mundo. Em 2050, a proporção da população global com 60 anos ou mais quase dobrará. Nas Américas, a expectativa de vida aumentou 21,6 anos nas últimas seis décadas. No entanto, viver mais frequentemente significa enfrentar problemas de saúde acumulados durante a velhice. A transição demográfica afetará quase todos os aspectos da sociedade e criará novos e complexos desafios para os sistemas de saúde e assistência social. Portanto, é necessária uma abordagem transformadora na maneira como os sistemas de saúde e os serviços dentro deles são estruturados - para garantir cuidados de alta qualidade que sejam integrados, acessíveis e com foco nas necessidades e direitos das pessoas idosas. A atenção integrada, especialmente para as pessoas idosas e com condições crônicas de saúde, é amplamente aceita como um mecanismo para melhorar os resultados de saúde e a eficiência do sistema. O Manual ICOPE fornece orientações detalhadas para ajudar os profissionais de saúde e cuidadores da comunidade a colocar em prática a atenção integrada para a pessoa idosa, através do desenvolvimento de um plano de cuidados. Dessa forma, o manual auxilia na definição de metas centradas na pessoa e na integração de abordagens nos diferentes níveis de atenção. O plano de cuidados pode incluir várias intervenções para gerenciar declínios na capacidade intrínseca, fornecer assistência e apoio social, desenvolver capacidade para o automanejo e apoiar os cuidadores. A brochura ICOPE apresenta os destaques da abordagem ICOPE para facilitar a sua divulgação e favorecer uma ampla apresentação do método.

Historical evolution of spheroids and organoids, and possibilities of use in life sciences and medicine.

BACKGROUND: An impressive percentage of biomedical advances were achieved through animal research and cell culture investigations. For drug testing and disease researches, both animal models and preclinical trials with cell cultures are extremely important, but present some limitations, such as ethical concern and inability of representing complex tissues and organs. 3D cell cultures arise providing a more realistic in vitro representation of tissues and organs. Environment and cell type in 3D cultures can represent in vivo conditions and thus provide accurate data on cell-to-cell interactions, and cultivation techniques are based on a scaffold, usually hydrogel or another polymeric material, or without scaffold, such as suspended microplates, magnetic levitation, and microplates for spheroids with ultra-low fixation coating. PURPOSE AND SCOPE: This review aims at presenting an updated summary of the most common 3D cell culture models available, as well as a historical background of their establishment and possible applications. SUMMARY: Even though 3D culturing is incapable of replacing other current research types, they will continue to substitute some unnecessary animal experimentation, as well as complement monolayer cultures. CONCLUSION: In this aspect, 3D culture emerges as a valuable alternative to the investigation of functional, biochemical, and molecular aspects of human pathologies.

Programming course for health science as a strategy to engage students during the coronavirus pandemic.

Programming is an important skill for different areas of knowledge. While in the past, programming skills were much more related to fields of computer sciences and engineering, today, professionals from different areas benefit from the ability to write codes for different applications. Furthermore, programming stimulates logical thinking, which impacts other personal abilities. Health science students have limited exposure to programming during their studies. Aware of this and considering the prolonged time in social distancing in Brazil due to the SARS-COV2 pandemic in 2020, we organized an outreach course dedicated to teaching introductory concepts of programming for health science students. The activity was developed fully online using the Zoom web conference agent, lasting 12 wk (8 synchronous classes, 15 synchronous hours in total), and attended by 27 undergraduate and graduate students from two different universities. A collaborative problem-based learning and group-learning methodology were developed through asynchronous homework and mainly online synchronous activities. In this article, we describe our approach and provide some suggestions for replicating the course in other universities. We observed that the activities of the outreach course improved programming skills and confidence for most of the students. More importantly, it piqued their interest enough to motivate them to continue to practice writing and testing their programs. We concluded that an outreach course dedicated to programming promoted improvements in programming skills in health science students. Furthermore, the program was an opportunity to keep the students active in science while working from their homes during the pandemic.

El impacto de la educación en ciencias biológicas en pacientes con enfermedad renal en un contexto de epidemia por COVID-19 / The impact of education in biological science in patients with kidney disease in the context of a covid-19 epidemic

Resumen La educación en ciencias biológicas juega un papel importante a la hora de entender los sistemas vivos y ecosistemas que nos rodea en contexto de una epidemia de tipo zoonótico como SARS-CoV-2 y cumple un papel importante para el autocuidado en pacientes con enfermedad renal que son una población en alto riesgo según datos epidemiológicos. El presente trabajo pretende describir la asociación entre la educación en ciencia biológica y la epidemia por COVID-19. La educación en ciencias biológicas es un componente importante supeditado al autocuidado para que muchos pacientes con enfermedad renal puedan entender la importancia de tener una mejor adherencia al régimen terapéutico y el régimen alimenticio, y en el caso puntual de la epidemia por COVID-19 puede permitir que ellos tomen las medidas preventivas que eviten su exposición al patógeno.

Abstract Biologic education plays an important role in understanding the living systems and ecosystems that it does not surround in the context of a zoonotic-like epidemic such as SARS-CoV-2 may have an important role for self-care in patients with kidney disease that they are a population at high risk according to epidemiological data. That is why the present work aims to describe the association between education in biological science in patients with kidney disease in the context of a covid-19 epidemic. Biological science education is an important component subject to self-care so that many patients with kidney disease allowing them to understand, the importance of having a better adhere to the therapeutic regimen, dietary regimen and in the specific case of the epidemic by COVID-19 may allow them to take preventive measures to avoid their exposure to the pathogen.