Corneal endothelium constitutes a monolayer of polygonal cells. The integrity and health of this layer are essential for the maintenance of normal corneal transparency. This study reported by the first time in a detailed RESUMO O endotélio corneal é uma monocamada de células poligonais. A integridade e saúde dessa camada são essenciais para a manutenção da transparência corneal normal. Este estudo reportou pela primeira vez, de forma detalhada, a morfologia ultra-estrutural e a morfometria do endotélio corneal de suínos adultos mestiços à microscopia eletrônica de varredura (MEV

The knowledge of the anatomy of the brachial plexus in animals is of great importance due to its applicability in clinical, diagnostic and surgical procedures. The objective of the present study was to describe the anatomy of the brachial plexus in the puma. The results demonstrate a broad anatomical similarity with other felines; however, some differences were found. The formation of the brachial plexus in the puma occurred from the ventral interconnections of the last three cervical nerve segments and the first thoracic (C6, C7, C8 and T1). The N. suprascapularis emerges from C6, innervating the M. supraspinatus, the M. infraspinatus, and also the M. cleidobrachialis, the latter by a smaller branch. We found an independent branch emerging from C6 that innervates the M. serratus ventralis cervicis, not reported in other species. The innervation territory of the N. axillary includes the M. cleidobrachialis. The M. teres major was not innervated by the axillary nerve, but by an entirely independent branch that came from C6 and C7, and that also innervated the most caudal part of the M. subscapularis.

Wild felids often suffer spinal and limb disorders; however, their nervous system anatomy is poorly studied. Herein, the lumbosacral plexus (Plexus lumbosacralis) of an adult puma and the motor and sensitive innervation of the pelvic limb is described. We found anatomical similarities to other felids, but also some differences. Branches L4‐S3 form the lumbosacral plexus (Plexus lumbosacralis) in the puma. The femoral nerve (N. femoris) arises from the union of L4‐L5, while in other felids, it is formed by L5‐L6. Unlike in the cat, the sartorius muscle receives branches from the saphenous (N. saphenous) and femoral nerves (N. femoris), and the lateral head of the gastrocnemius and superficial digital flexor muscles are innervated by a branch of the soleus muscle.

Motivated by the current health safety regulations at Universidad de Antioquia, our laboratory changed the animal cadavers preserving solution based on formaldehyde, methanol, glycerin and phenol to a formula based on 85% ethanol, 10% glycerin, and 5% benzalkonium chloride. A total of 33 donated cadavers were preserved with this formula so far: 4 goats, 16 dogs, 3 cats and 10 bovine fetuses. Red and blue latex dyes were injected into the vascular systems. Small cadavers were first injected with latex, followed by muscular and intracavitary injection with the preservation fluid and immersion in 96% ethanol. Large cadavers were vascularly injected, wrapped in plastic bags and vascularly repleted with latex during the next 8 days. Samples were taken for microbiological analysis from 3 cadavers: 1 cadaver wrapped with plastic for 2 months, 1 cadaver immersed for 4 months, and 1 cadaver after 15 days of perfusion. The first way to preserve cadavers was more time-consuming, but it rendered cadavers with a more thorough distribution of latex on small arteries and veins. An enhanced flexibility of joints and tissues promoted an easier dissection process, even of the most distal regions, allowing the movement of tendons along their sheaths. Also, a better color preservation was observed in spite of a darkening after the tissues were exposed to the air. There was no gross evidence of decay from bacterial or fungal growth, and the cultures were negative. The most important advantage of this formula is its lower toxicity and cost.

Gross anatomy is considered one of the most challenging subjects in teaching veterinary medicine. The use of body painting is reported in teaching surface human anatomy, but such reports are scarce in veterinary medicine. The aim of this study was to describe a practical session for teaching surface anatomy using body painting with second-semester students of veterinary medicine. Two practical sessions using live animals (equine and bovine) were offered with a focus on the locomotor and nervous systems and splanchnology. Students believed that the body painting sessions helped them to understand the localization of structures, promoting long-term retention and integration of knowledge, and to approach large animals with more self-confidence. Forty-nine students took three short theoretical and practical exams: a pre-test on splanchnology (Q1), an immediate post-test on splanchnology (Q2), and a post-test after 7 weeks on the locomotor and nervous systems (Q3). Correct answers for theoretical Q1 and Q2 were statistically different (2.04 and 3.11 out of 5, respectively; p < .001), and higher scores were found for Q3 compared with Q1 (2.49 and 1.02 out of 5, respectively). The most common error observed in practical Q1 was underestimation of the real size of organs such as lungs, rumen in cattle, and cecum in horses. The results showed that body painting sessions improved learning of anatomical concepts and could serve as a bridge between cadaver anatomy and living animal anatomy. More body painting sessions could be included in other semesters of the veterinary medicine curriculum to better integrate anatomy knowledge.

Background Three-dimensional (3D) virtual models are novel tools to teach veterinary anatomy. Objective The aim of the present study was to create a 3D cat image software and a library of cross-sectional images. Methods Modeling of the 3D cat organs and structures was done with Autodesk Maya, version 2017 (Autodesk Inc., San Rafael, California, USA) and ZBrush, version 4R7 (Pixologic, Los Angeles, CA, USA) software. In order to obtain the images for the library, three cadavers of adult cats were used, with the following techniques: 1) scanning by magnetic resonance imaging (MRI) at 3-mm intervals, 2) scanning by computed tomography (CT) at 2-mm intervals, and 3) photographing of 178 transverse cuts at 2.5-mm intervals from the frozen cadavers. Out of all the images, thirty images of each technique were selected. An interactive software was developed with the modeled 3D cat and the selected images using Unity, version 5.4 (Unity Technologies, San Francisco, CA, USA). Results A virtual 3D cat model was obtained with 418 labeled structures of the skeletal, muscular, circulatory, nervous, respiratory, digestive, urinary, and integumentary systems. The virtual interface enables the manipulation of the 3D cat in all views and the visualization of the selected images in a chosen localization along the body of the cat. The library of images allows comparison among CT, MRI and photographs of transverse cuts. Conclusions The software interface facilitates the access to the content for the user. Sectional images of the cat and of its body structures can be easily understood. This new 3D software of cat anatomy is another tool that can be used in teaching veterinary anatomy.

Active learning strategies were gradually implemented in the veterinary anatomy course at the University of Antioquia. In the cohort of the second semester of 2018, in the first module (musculoskeletal system), we used the traditional methodology (master classes both in theory and in practice), and active teaching strategies were used in the rest of the course. Faculty perceived some dissatisfaction among the students with this change. The objective of this work was to understand the perceptions of students and teachers about the traditional and active didactic strategies of the course, during this academic period through semi-structured interviews and focus group. The students perceived the combination of traditional learning strategies with active strategies as ideal. The traditional approach seems more comfortable to them, because the teacher provides all the information. However, they saw rote learning and the large amount of information as a disadvantage. They perceived that formative assessment allows for the consolidation of knowledge. The teachers highlighted the importance of using several methods that allow for adapting to the different learning styles of the students. In addition, they considered that their role is to guide students so that, through analysis, interpretation and research processes, they learn to build their knowledge. We conclude that students are highly dependent on traditional learning strategies, so it is necessary to stimulate the use of tools supported by constructivism. Also, more administrative support should be given for faculty to have the training and enough paid time for the preparation and application of active learning strategies.

The lumbar nerve distribution can differ depending on vertebral count variations among individuals of the same species. The variation in the lumbar vertebra formula and the lumbar nerve distribution in twenty adult common opossums (eight female and twelve males) was studied. Radiographs were taken to confirm vertebral identification and count. Two vertebral patterns were recognized: three specimens presented five lumbar vertebrae (5VP) and seventeen individuals presented six lumbar vertebrae (6VP). All the 6VP specimens had the same innervation pattern; however, the 5PV had three different innervation patterns (5PVa, 5VPB, and 5PVc). 5VPa and 6VP differed only in the origin of the lateral femoral cutaneous nerve (L2-L3 and L3, respectively). The differences among 5PVa, 5PVb, and 5VPc were seen in the iliohypogastric nerve, which was formed by L1 in 5VPa and 5VPb, and T13 in 5VPc. The ilioinguinal nerve was formed by L1-L2 in 5VPa and 5VPb, while it was formed by T13-L1 in 5VPc. The genitofemoral nerve was formed by L2-L3 in 5VPa, L2 in 5VPb, and L1-L2 in 5VPc. The cutaneous femoris lateralis was formed by L2-L3 in 5VPa and 5VPc, while it is formed only by L2 in 5VPb. The femoral and obturator nerves were formed by L3-L4 in 5VPa, and L2-L3 in 5VPb and 5VPc. The lumbosacral trunk originated from L4-L5-S1 in 5VP and L5-L6-S1 in 6VP. The data provided in this study may help understand the relationship between the spine and lumbosacral plexus variations and may find application in veterinary spine surgery.