Lumbosacral plexus in Brazilian Common Opossum

The opossum has been suggested as an animal model for biomedical studies due to its adaptability to captivity and number of births per year. Despite many studies on morphology and experimental neurology using this opossum model, the literature does not offer details of the nerves of the lumbosacral plexus in this species. Ten lumbosacral plexus were dissected to describe the peripheral innervations of the Brazilian Common Opossum (Didelphis aurita) and compare the results with Eutheria clade species. The tensor fasciae latae muscle was absent and there was only one sartorius muscle for each limb. The distribution of the nerves were similar to other mammals, except for the caudal gluteal nerve, sartorius muscle innervations and the position of the pudendal nerve which arose from the major ischiatic foramen together with the ischiatic nerve, the cranial gluteal nerve and the caudal gluteal nerve. No anatomical variation was found. The special position of the pudendal nerve suggested that the Brazilian Common Opossum is a better model than rats or rabbits in surgical procedures with that specific nerve. In addition, the study revealed that the pelvic limb nerves are not an invariable structure of reference for muscle homology and homonym as reported previously. New investigation using other species of opossums are necessary to best comprehend the lumbosacral plexus distribution in the Methatheria clade and to confirm that other opossum species is eligible as a good model for pudendal nerve studies

Acceptance of the bodypainting as supportive method to learn the surface locomotor apparatus anatomy of the horse

Although bodypainting has been reported as a great resource for teaching surface anatomy of humans, its use in veterinary anatomy has not been scientifically reported. In the present study, bodypainting was performed on 4 horses for anatomy teaching purposes of the equine locomotor apparatus. We aimed to use the bodypainting method as an additional tool to classic teaching and to test the relevance of our purpose. Twenty one Brazilian veterinary students were given a 90-min session, which included a presentation of painted horses, with opportunities for the students to ask questions and to palpate anatomic locations on the horses. Based on a questionnaire, there was unanimous student satisfaction with this technique. Furthermore, student scores on practical tests to evaluate the attention retain given immediately before and 1 h after the session were 33.9 ± 19.8% and 69.0 ± 18.4%, respectively (p < 0.001). We concluded that bodypainting has great potential for support the classic lectures of the equine locomotor apparatus