Croton zehntneri, a plant native to northeastern Brazil, is widely used in folk medicine to treat gastrointestinal problems and has rich essential oil content. The effects of the essential oil of Croton zehntneri (EOCZ) and its main constituent anethole on several models of gastric lesions were studied in mice and rats. Oral treatment with EOCZ and anethole, both at doses of 30-300 mg/kg, caused similar and dose-dependent gastroprotection against ethanol- and indomethacin-induced gastric damage, but did not change cold-restraint stress-induced ulcers in rats. Furthermore, EOCZ and anethole (both at 30 and 300 mg/kg) similarly and significantly increased the mucus production by the gastric mucosa, measured by Alcian blue binding, in ethanol-induced ulcer model. However, at the same doses, neither EOCZ nor anethole promoted significant alteration in gastric production of non-protein sulfhydryl groups. In pylorus-ligated model, neither EOCZ nor anethole (both at 30 and 300 mg/kg) had a significant effect on the volume of gastric juice, pH, or total acidity. The results of this study show for the first time that EOCZ possesses a gastroprotective potential, an effect mostly attributed to the action of anethole. This activity is related predominantly to the ability of EOCZ and anethole to enhance the production of gastric wall mucus, an important gastroprotective factor. Furthermore, they suggest that EOCZ has potential therapeutic application for the treatment of gastric ulcers.
Os sentimentos relacionados às emoções impulsionam a viver e geram reações diversas na relação do homem consigo e com o meio. O conhecimento das bases neurais dos processos emotivos teve grande avanço no final do século XX, a partir da neuroimagem e da neurofisiologia, quando foram descobertas novas conexões do Sistema Límbico (SL), como órgão subcortical, com áreas corticais cerebrais, que, em conjunto, atuam sobre o hipotálamo e o tronco encefálico. Objetivo. Revisar e discutir os aspectos atuais da neuroanatomia, pontuando, ainda, a importante relação entre os processos cognitivos, emocionais, os componentes autonômicos e somatomotores. Método. Revisão da literatura com aspectos históricos do SL. Resultados. Exposição das principais vias e circuitos neurais envolvidos com as emoções, seguindo-se uma discussão sobre as principais emoções. Conclusão. Conhecer as conexões neurais, no que se refere às emoções, é muito importante para o ensino e a pesquisa que poderão motivar novas descobertas na neuroanatomia.
Intestinal mucositis is a common complication associated with 5-fluorouracil (5-FU), a chemotherapeutic agent used for cancer treatment. Troxerutin (TRX), a semi-synthetic flavonoid extracted from Dimorphandra gardneriana, has been reported as a potent antioxidant and anti-inflammatory agent. In the present study, we aimed to evaluate the effect of TRX on 5-FU-induced intestinal mucositis. Swiss mice were randomly divided into seven groups: Saline, 5-FU, TRX-50, TRX-100, TRX-150, Celecoxib (CLX), and CLX + TRX-100. The weight of mice was measured daily. After treatment, the animals were euthanized and segments of the small intestine were collected to evaluate histopathological alterations (morphometric analysis), levels of malondialdehyde (MDA), myeloperoxidase (MPO), glutathione (GSH), mast and goblet cell counts, immunohistochemical analysis, and cyclooxygenase-2 (COX-2) activity. Compared to the saline treatment, the 5-FU treatment induced intense weight loss and reduction in villus height. TRX treatment (100 mg/kg) prevented the 5-FU-induced histopathological changes and decreased oxidative stress by decreasing the MDA levels and increasing GSH concentration. TRX attenuated inflammatory process by decreasing MPO activity, intestinal mastocytosis, and COX-2 expression. TRX also reversed the depletion of goblet cells. Our findings suggest that TRX at a concentration of 100 mg/kg had chemopreventive effects on 5-FU-induced intestinal mucositis via COX-2 pathway.
Formaldehyde (FA) is commonly used in cadaver fixation for years. FA vapors are released during the dissection process and macroscopic study of preserved anatomical pieces, raising their concentration in the Anatomy laboratory, causing greater exposure for students and teachers. Therefore, the objective of this study was to investigate toxic reactions in 37 students, through a questionnaire, produced by exposure to FA used for preservation of cadaveric material used in Anatomy, Morphofunctional Department, Faculdades Integradas de Patos (FIP), Brazil. Of the 37 interviewees, 26 (70.3%) were affected by the unpleasant and irritating smell of FA, 10 (27%) had no problems, and 1 (2.7%) did not tolerate an irritation produced by FA, not participating in the laboratory practical classes. Exposure to FA was followed by several symptoms: excessive lacrimation (54%), itchy eyes (48.5%), redness of the eyes (40.6%), coryza or congested nose (35.2%) and respiratory distress (29.7%), with persistent symptoms during the permanence in the laboratory for 32.5% of the students. All students wear a lab coat for individual protection. However, only 8% used mascara and did not wear glasses, increasing the risk of contamination. Medical schools should encourage the use of Personal Protective Equipment (PPE) for the manipulation of FA, ensuring the protection of students and teachers in the Anatomy laboratory. Besides finding alternatives for the replacement of FA in the conservation of corpses.
Anatomy is essentially a three-dimensional content and learning its structures, through 3D impressions, for example, is of notable importance. In this context, traditional teaching methods, despite being highly effective, still have some limitations. Therefore, 3D printing has been introduced in the teaching of Anatomy, bringing several advantages, such as accuracy, personalized study and easy handling. Based on these premises, the objective of this work was to carry out an integrative review on the use of 3D printing in the teaching of human anatomy. A study was carried out in science direct, PUBMED, Scielo databases between 2010 and 2021 using the following descriptors 3D printing and teaching of anatomy. It was found that among the benefits of using 3D parts, there are: accuracy, durability, ease of production, good cost-benefit ratio and reduction of security risks linked to the fixation of cadaver and plastinated specimens. It was observed that in some studies most students preferred the use of 3D printing to traditional methods. Other studies have shown the importance of the use of 3D printing as a complementary tool to traditional methods of teaching anatomy. It was found that the use of 3D printing as a teaching tool may reduce the demand for bodies and overcome some of the governmental legal and ethical problems in the cadaver study, further studies should be carried out to assess the long-term impact of using 3D printing.
In this study 60 (26 male and 54 female) dry adult human skulls halves of individuals from Northeast Brazil were analyzed to determine the type of asterion depending on the presence or absence of sutural bone, and its distance to other important bone reference points in the skull. Damaged and pathological skulls were excluded from this study. Morphometric measurements were taken on both sides of the skull with the help of Vernier caliper accurate to 0.01mm, the distance of the asterion to: 1‐ the root of the zygomatic arch (A‐RZA); 2‐ the apex of the mastoid process (A‐AMP); 3‐ the suprameatal crest (A‐SMC); and 4‐ the external occipital protuberance (A‐EOP). The morphological variability of the asterion in relation to the presence of sutural bone (Wormian) was analyzed according to the classification of Morales‐Avalos et al. (2011). The results were statistically analyzed by one‐way analysis of variance (ANOVA), and the other comparisons with Student t‐test, using GraphPad Prism version 6.00 for Windows, California USA. Values of p<0.05 were considered significant. Our study revealed that type II (absence of sutural bones) was commoner than type I (presence of sutural bones) asterion. Type I asterion was observed in 19 (31.67%) of the cases, and common more in males (18.34%). Type I occurred more on the left side in males (11.67%), whereas in females on the right side (8.34%). Type II asterion was occurred more in females (43.34%), and common more on the right side in both the genders. In the 26 male skulls halves the mean diameter of the A‐RZA was 47.23±5.35 mm (39.36–59.23 mm) and 47.31±6.03 mm (37.52–62.47 mm); mean of A‐AMP was 66.15±4.81 mm (56.14–73.31 mm) and 67.62±6.94 mm (49.27–76.45 mm); mean of A‐SMC 39.31±4.21 mm (31.0–45.83 mm) and 39.23±3.83 mm (35.16–49.36 mm); mean of A‐EOP was 60.15±3.95 mm (56.13–69.57 mm) and 58.62±4.09 mm (50.19–65.22 mm), on right and left sides, respectively. There was no statistical difference between the right and left sides (p>0.05). In the 54 female skulls halves the mean diameter of the A‐RZA was 43.24±5.31 mm (36.34–55.67 mm) and 43.35±4.93 mm (36.15–54.23 mm); mean of A‐AMP was 65.35±6.09 mm (45.76–75.35 mm) and 63.76±8.72 mm (35.18–73.39 mm); mean of A‐SMC 38.82±4.95 mm (33.36–55.10 mm) and 38.82±3.67 mm (34.38–47.83 mm); mean of A‐EOP was 57.88±5.91 mm (51.0–76.14 mm) and 58.88±4.98 mm (47.25–70.28 mm), on right and left sides, respectively. There was no statistical difference between the right and left sides (p>0.05). There was also no statistical difference between the right and left sides between the sexes (p>0.05). The study did not show statistical difference in the measurements taken between male and female skulls in this population. However, it revealed that the Brazilian population has a high incidence of type I asterion, different from previous studies. This data may be of use when planning for surgical approaches to the skull and also when interpreting radiological images.Support or Funding InformationCAPESThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The FEDATHI Sequence is a new teaching methodology designed by researchers from the faculty of Brazilian Education with the aim of improving the teaching and learning process in several areas of knowledge, and its application in the teaching of anatomy requires understanding the educational phenomenon known as mediation. The FEDATHI Sequence is a methodology aimed at improving the pedagogical practice aiming at the proper posture of the teacher in the classroom, whose essence is to contribute for the student to overcome the epistemological and didactic obstacles that occur in the approach of anatomical concepts in the classroom. The main phases of the FEDATHI sequence are: positioning, maturation, solution and proof. Team Basead Learning (TBL) is an active teaching and learning methodology widely used by medical schools in Brazil, which consists of an educational strategy that offers students active learning and can be used with large classes of students divided into small groups. Thus, the objective of this work was to compare learning using two different methodologies: sequence FEDATHI and TBL. A descriptive, cross‐sectional study with a quantitative approach was carried out with 90 students in the discipline of human anatomy. The didactic methodologies sequence Fedathi and TBL were used in the anatomy class of the endocrine and sensory systems. For data collection, a semi‐structured questionnaire with 10 questions was used. For statistical analysis, the Mann‐Whitney test was performed, being considered significant when they presented p <0.05. It was observed that there was no statistically significant difference between learning using FEDATHI and TBL sequences, however when the two methodologies were compared with traditional teaching, both showed statistically significant differences p <0.05. It was found that there were no statistically significant differences between the age of the participants. With regard to methodological preferences, 60% of students stated that the FEDATHI sequence was better for learning, 20% prefer TBL and 20% prefer traditional teaching. It was found that hybrid teaching with diversity of methodologies improves anatomy learning, being an important tool for consolidating anatomical knowledge.
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