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Copyright of Medicina (Buenos Aires) is the property of Medicina (Buenos Aires) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The complex binomial teaching and learning is often approached from the modes and models that teachers carry out in their tasks: teaching planning, the implementation of teaching planning, that is, teaching itself, and finally the evaluation of the results of the planning that was executed. However, what happens to the student's action, how are their modes and models of learning, what strategies they use and what study materials they use in the reconstruction of their knowledge. Therefore, our objective is to describe what study materials are used by the students of Anatomy of the First Chair of the Faculty of Medicine of the U.B.A., whether these are graphics or of another nature. It is a descriptive-exploratory, prospective, cross-sectional and observational research. It is proposed to characterize, from the voices of the students, the study materials in general, in particular the graphic and virtual media around the resources used in the framework of the university study of Anatomy in the career of Medicine through a semi-structured and self-administered questionnaire. We found that 99% study books, although 37% of respondents use informal editing notes. The main negative elements of the book is its extension (60%), but not its monetary value. 91% report that they use web resources to study, mostly those provided by the chair (48%) and in second place they look for anatomy videos (42%). 72% believe that the ideal book should be concise and inexpensive. 83% report that they always prepare the practical work and 93% choose to listen to the assistant teacher and review the practical work prior to the exam. The generation of materials by teachers is well accepted. Most students use books to study, however, they complement them with socalled notes. Books with a larger volume of information are viewed negatively and agree that the ideal book is inexpensive, concise, and error-free. Almost all students use web resources for their study. The group of students prefers to listen to their teacher and review the practical work before the exam. [ABSTRACT FROM AUTHOR]

Uterine leiomyomas are common during reproductive years. In symptomatic patients with multiple and large elements, surgical treatment is preferred. There are less frequent cases in which the huge size of the uterus warrants preoperative medical treatment. The goal is to reduce its size and vascularity. Taking this into account, the role of selective progesterone receptor modulators, such as ulipristal, and gonadotropin-releasing hormone agonists, such as leuprolide acetate, has been highlighted. The first one, with a pharmacovigilance alert at 2018 for severe liver injury. The second, with selective use due to the side effects of hypoestrogenemia. We present a case of a patient with large fibroids in whom pre-surgical treatment with leuprolide acetate was carried out, with an optimal response. Based on the case presented, it is intended to promote reflection and the integration of current concepts in pre-surgical therapeutic options aimed at patients with large fibroids. The judicious therapeutic choice will be aimed at improving the quality of life in a framework of safety for the patient. [ABSTRACT FROM AUTHOR]

Vaccines are a milestone in medicine, which had reduced the burden of infectious diseases even achieving the eradication of some of them. Since the end of 2019, a new coronavirus named SARS-CoV-2 has emerged. This virus generated millions of deaths in the world and multiple economic effects. That is why the production and implementation of an effective vaccine as a primary prevention tool is imperative. In this journey, several vaccine models have been developed, that passed the first phases of clinical trials, although pregnant patients have not been included in those studies. Despite the lack of evidence, the World Health Organization (WHO) and several gynecological associations currently recommend considering vaccination in high-risk population, like health workers. This article aims to show the relevant aspects of vaccination in pregnant women, and the recommendations under the light of the concepts related to immunity in pregnancy. [ABSTRACT FROM AUTHOR]

Copyright of Revista Argentina de Anatomia Online is the property of Asociacion Argentina de Anatomia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Argentina de Anatomia Online is the property of Asociacion Argentina de Anatomia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Argentina de Anatomia Online is the property of Asociacion Argentina de Anatomia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Argentina de Anatomia Online is the property of Asociacion Argentina de Anatomia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Argentina de Anatomia Online is the property of Asociacion Argentina de Anatomia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Este trabajo surge sobre el interrogante de qué acontecimientos tuvieron lugar en el año 2001 para conmemorar el Bicentenario de la Anatomía en la Ciudad de Buenos Aires, así también sobre por qué se considera que en el año 1801 fue el primer curso de esta materia. Para responder a estos interrogantes se realizó un breve recorrido histórico sobre la situación de la medicina en el Río de la Plata a fines del S. XVIII y principios del S. XIX. Por otro lado, a través del análisis de fuentes primarias se estudian hechos ocurrido en el año 2001: una jornada de reflexión, obras edilicias, registro y promoción de actividades científicas, actividades de extensión del Departamento de Anatomía y la regularización de todo el personal; docente, auxiliar docente y no docente. Por ejemplo, la Jornada de reflexión trato sobre los contenidos de la asignatura con vista al proyecto de cambio curricular que obraba en ese entonces convocando reconocidos profesionales de diversas especialidades, además de tratar aspectos administrativos, legales y de bioseguridad. Por todo ello, en el Bicentenario de la primera clase de Anatomía en la Ciudad de Buenos Aires se puede concluir que prosperó y siguió creciendo dicha disciplina, no sólo desde la docencia sino también en la investigación, proyección y aplicación. Esto hace que su conmemoración se realizara desde aspectos tan diversos. This work arises on the question of what events took place in 2001 to commemorate the Bicentennial of Anatomy in the City of Buenos Aires, as well as why it is considered that in 1801 it was the first course of this subject. To answer these questions, a brief historical review was made of the situation of medicine in the Río de la Plata at the end of the 18th century and the beginning of the 19th century. On the other hand, through the analysis of primary sources, events occurred in 2001: a day of reflection, building works, registration and promotion of scientific activities, extension activities of the Department of Anatomy and regularization of all personnel; teacher, teaching assistant and non-teaching. For example, the Reflection Workshop dealt with the contents of the subject with a view to the curricular change project that was working at that time, convening recognized professionals from various specialties, as well as dealing with administrative, legal and biosafety aspects. Therefore, in the Bicentennial of the first class of Anatomy in the City of Buenos Aires, it can be concluded that this discipline prospered and continued to grow, not only from teaching but also in research, projection and application. This means that its commemoration was made from such diverse aspects. [ABSTRACT FROM AUTHOR]

Copyright of Revista Argentina de Anatomia Online is the property of Asociacion Argentina de Anatomia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Encephalomyelophysiology or neural tube defects (NTD) have different degrees with their own phenotypic characteristics, from the most severe, anencephaly, or, the mildest, spina bifida. The latter is one of the most common malformations of the central nervous system compatible with life and the second leading cause of birth defects after congenital cardiological defects, which can be found as open or hidden spina bifida. The present case falls within the category spina bifida occulta, evidenced in a computed tomography study. This was a finding in our archive of medical images, therefore, our objective is to describe the finding morphologically. The development of the central nervous system provides information on the sequences and stages in relation to the embryonic moment in which congenital malformations occur, in turn, allows us to interrelate the involved structures, that is, the understanding of how the neural tube is made possible interpret the occurrence of congenital defects such as spina bifida. Spina bifida conceptually groups a series of malformations whose characteristic in common is a cleft at the level of the spine that in some cases may be accompanied by a prolapse of the meninges, meningocele, or even the spinal cord causing myelomeningocele. This is considered to be the most disabling form of spina bifida. Considering sex, the prevalence is higher in females. Therefore, these developmental anomalies are findings in complementary diagnostic studies, such as: computed tomography or radiography of the lumbosacral region. [ABSTRACT FROM AUTHOR]

Introducción: La educación universitaria de grado y posgrado debe encontrarse bajo valores ético, tanto de los docentes como de los estudiantes. Por parte de los primeros, honestidad en el conocimiento que tienen y el compromiso de actualización y transferencia de los mismos. Los estudiantes en relación a su aprendizaje, ya sea cognitivo o bien procedimental. Además, el fraude o deshonestidad académica lo podemos encontrar referenciado en la literatura como un aspecto no deseado del proceso de enseñanza y de aprendizaje, ya desde 1936 (Groves) aunque en el último decenio indica ir en aumento. Una definición aceptada de deshonestidad académica es: actos indebidos llevados a cabo durante una situación de examen (Wajda- Johnston y col). De los cuatro tipos de acto fraudulento, uno es la deshonestidad académica digital (Vaamonde y Omar). Lanier, encontró que la deshonestidad académica es más acentuada en la modalidad a distancia. Por otro lado, encontramos la definición de Chun-Hua y Ling-Yu: cualquier comportamiento (intencional) en el proceso de aprendizaje del alumno, que viole los principios éticos con el propósito de obtener una calificación mayor o algún crédito académico específico. Nuestro trabajo se desarrolló en la Asignatura Neuroanatomía del Curso Superior de Especialistas en Neurocirugía y Neurología de la Facultad de Medicina de la Universidad de Buenos Aires, cuya modalidad es mixta, presencial y a distancia (virtual), habitualmente conocida como blended-learning. Materiales y métodos: Se utilizaron computadoras personales con conexión a internet para la tutoría en el campus del CITEP- UBA, con la plataforma Moodle. Mediante el control de tiempo y resultados se observaron las situaciones dudosas en las evaluaciones de un examen de selección múltiple de 30 preguntas con 4 opciones, sólo una correcta. Resultados: En la implementación nos encontramos con situaciones que llamaron nuestra atención: tiempo record en obtener la máxima calificación en un tiempo imposible por defecto y no por exceso. Por lo tanto, considerando los registros se intervino sólo en los casos detectados para reflexionen sobre su accionar y dándoles una nueva oportunidad. Conclusiones: Se deben generar programas de revisión y control que aseguren una buena educación de posgrado; no es sencillo ni simple de resolver la multiplicidad de factores de deshonestidad o fraude académico, sin embargo, las soluciones deberían ser contextualizadas. [ABSTRACT FROM AUTHOR]