INTRODUCTIONMedical education has undergone transformations in recent times, in order to adapt the technological innovations with the potential to contribute positively to the teaching‐learning process. Gamification appears as a didactic strategy that consists in use of digital games and the accomplishment of innovative interventions directed in the classroom. In this sense, the objectives of the research are: (1) to describe the pedagogical strategy of anatomical games in a medical university with low cost and (2) to examine the relationship between the interventions and the academic performance of the medical students involved.METHODSThe study has been made in Anatomy of Systems (Faculty of Medicine ‐Federal University of Bahia). The activities consist of games with questions and answers about anatomy topics covered during the semester. Participation in the games occurs voluntarily. The students are grouped in alphabetical order in competing teams. Questions are decoded through QR CODE or drawn through PRIZE WHEEL, a roulette wheel produced with recycled material, color graded in 16 divisions, with possibilities to answer questions, win or lose a point, try it again or lose the turn. Indirect questions are use in HANGMAN GAME and revelled the structure, there are new question about his function, location or clinical application.RESULTSGamification has contributed to the sedimentation and application of anatomical knowledge, stimulating motivation and enthusiasm for student self‐learning. Unlike the conventional methodologies of teaching anatomy, anatomical games achieved their purpose by allowing the development of specific skills and competences such as cooperation, organization, time management and creativity, which were continuously stimulated during the games. Students shared their learning and doubts and sought to solve the issues presented through the socialization of information and integration of the team. The proposal also allowed the establishment of relations between the morphological sciences and the medical clinic, in an attempt to bring the discipline closer to the practical reality of the medical professional, as recommended by the national curricular guidelines of the medical course. The success of the activity was evidenced from the high participation rate of the class in the second edition of the anatomical games, held in the following semester. The competition between the teams, although studies point to anxiety as a negative point, has the potential to boost performance academic. In this sense, the fraternization at the end of the activities served to illustrate that, in addition to the competition and having a team with a higher score, all win in the learning area.CONCLUSIONFrom this project, the gamification is playful and can be used as a complementary activity of medical course. The use of new games, software and application of evaluation questionnaires are foreseen in future. In addition to contributing to sediment and consolidating the learning of the discipline, gamification has enabled the personal and academic growth of those involved and shows that, regardless of the winning team, success is in improving the learning process.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

IntroductionThe study of the anatomy inevitably requires the use of real human cadaver, for its dissection, prosection and research. The support with technological methods, such as virtual dissection tables, three‐dimensional animation programs or the implementation of 3D printers are very useful to complement the study of the anatomy in the corpse, but they will never replace it. During the last years, a large number of variants of fixation and preservation liquids have been proposed with reduced formalin levels, due to their toxicity and the complication in the handling involved in their use and also in seeking alternative methods to preserve the body in the most similar way to the fresh cadaver, from its morphology, texture and mobility.ObjectivePresent a new formula of fixation and conservation that allows the body to be preserved with its morphological and mobility characteristics similar to the fresh cadaver, but ensuring its fixation and conservation over time, maintaining at room temperature.Material and MethodsWe use a 69 years old female body donated, was embalmed using a new solution based on Baptista et al (1986) with embalming pump. We cut the hair and pubic hair, washed the cadaver with germicide solution (attention to pubic, axillae and neck areas). The formula used was: alcohol 1000 ml; phenol 1000 ml; glycerin 1000 ml; sodium nitrate 1000 ml; formaldehyde 2000 ml; distilled water 14000 ml. Due to the difficulty of diffusion of the solution in this specific cadaver, it was necessary to make several accesses (right and left femoral, common carotids and axillaries arteries) and complementary injections of formaldehyde at 20% in muscles of arms and legs and a bilateral access by infraorbital area to reach the cranial cavity. After injection, the cadaver was maintained at room temperature (without air conditioning), ranged between 20.1 – 32.1 °C (68.1 – 89.8 °F) and the humidity (45 – 94) in a body bag and covered with blackout sheet. We collected samples from four different tissues, after 130 days and after 150 days post embalming: 1. skin and subcutaneous (next to right costal margin); 2. Rectus abdominismuscle; 3. Liver (quadrate lobe); and 4. Transverse colon. The samples were fixed in formaldehyde at 20% and submitted to histological HE staining.ResultsThis method resulted in soft and flexible cadavers with almost natural colours (Figs. 1, 2). The histological analysis indicated the preservation of tissue and cellular structure in the different samples examined, even after 150 days of fixation (Figs. 3, 4, 5, 6).ConclusionThe cadaver preservation technique presented is inexpensive, easy to perform and effective in maintaining the morphological characteristics of the anatomical specimen for an extended period of time. It presents, therefore, as an alternative to the centers of education and research in anatomy that need to deal with the toxicity of the fixing products and with the costs of obtaining and maintaining anatomical specimens.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

‘A ética protestante e o “espírito” do capitalismo’ pode ser considerada a obra mais lida deixada pelo intelectual alemão Max Weber. Por muitos anos – praticamente todo o século XX – as interpretações feitas a respeito da obra tomaram por base a segunda versão da obra, de 1920, deixando de lado pontos levantados inicialmente em sua primeira versão, publicada inicialmente entre os anos de 1904 – 1905. Tal escolha gerou certos anacronismo e leituras errôneas em alguns detalhes, mas, cada qual, foram importantes para a sobrevida e a divulgação das ideias do autor. O objetivo deste artigo será explorar de perto as palavras deixadas pelo intelectual alemão nas duas versões da obra, assim como atentar para outras deixadas em outros trabalhos planejados inicialmente para compor um grande compendio de sociologia compreensiva religiosa. Para tanto o artigo apresentado encontra-se dividido em três movimentos que – cada qual – funcionará como complemento para todo o movimento proposto.

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