Browsing by Author "Farfan Cabello, Emilio Erasmo"

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    Bilateral Variation of the Vertebral Artery: Report of a Case and its Clinical ImplicationVariación Bilateral de la Arteria Vertebral; Reporte de un Caso y su Implicancia Clínica
    (2023) Inostroza Rosales, Verónica Francisca; Araya, Paulina; González, Sofia; Inzunza Hernández, Óscar Alejandro; Tramolao Osses, Jaritza Andrea; Farfan Cabello, Emilio Erasmo
    There are many reports on anatomical variations of the vertebral arteries, which may be related to origin, trajectory, caliber, and side. Bilateral variations are less frequent, however, and less common are bilateral variants that differ from each other. The aim of this work was to report the presence of a bilateral variation of the vertebral artery and its functional and clinical implications. Dissection of a female cadaver, fixed in 10 % buffered formaldehyde, which had not undergone any previous surgeries in the study area and had anatomical variations in both vertebral arteries. In each one, follow-up was done from its origin to its end, determining its trajectory, diameters, branching, and anatomical relations. A left vertebral artery was found, starting in the aortic arch and making a sinuous trajectory of 4 curvatures to enter the transverse foramen of C4. The right vertebral artery began as the first branch of the subclavian artery. Its initial trajectory was rectilinear, followed by a right concave curve, a 360° loop that included a second ascending curve, and ended straight before entering the transverse foramen of C6. The coexistence of bilateral variations in the vertebral arteries is possible. This atypical situation can potentially generate vascular and neurological pathologies, but with different symptoms and causes. Knowing these variations and deliberately searching for them will enable the specialist to make a suitable differential diagnosis.
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    Integrating Virtual Reality Game-Based Learning toEnhance Metacognition in Medical Anatomy Education
    (2025) Neyem, Andrés; Cadile Cáceres, Matías José; Burgos Martínez, Sebastián Andrés; Soto Alvarado, Macarena Belen; Farfan Cabello, Emilio Erasmo; Inzunza, Oscar; Tubbs, R. Shane; Ottone, Nicolás E.
    Medical anatomy education has traditionally relied on lectures, hands-on prosection, and textbooks, with recent enhancementsthrough digital materials. This study investigates the integration of virtual reality (VR) technology in anatomy education and itsimpact on student engagement, metacognitive development, and learning outcomes. Through two experimental cycles with first-year medical students, the VR application was evaluated across key usability dimensions, including engagement, engrossment,and total immersion, alongside its contribution to fostering metacognitive strategies through metacognitive dimensions. Resultsdemonstrated high levels of student engagement, with 3D anatomical structures emerging as the most valued feature. The usa-bility evaluations indicated the platform's intuitive design; although some technical barriers highlighted the need for improvedonboarding and tutorials. Emotional attachment to the application was significant, whereas the focus of attention and presencedemonstrated areas for growth, requiring more dynamic and interactive content. The findings emphasize the potential of VR tocomplement traditional anatomy education by providing immersive and interactive learning experiences. However, challengessuch as limited content depth, the need for collaborative features, and better alignment with curricular objectives were identi-fied. Future work should prioritize expanding the range of 3D anatomical structures, integrating personalized feedback throughadvanced analytics, and reducing technological barriers to accessibility. By addressing these areas, VR technology can serveas a transformative tool in medical education, bridging the gap between theoretical knowledge and practical application whileequipping students with the skills and strategies necessary for their professional development