Vázquez Osorio, María Teresa

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First Name
María Teresa
Last Name
Vázquez Osorio
Universidad Complutense de Madrid
Faculty / Institute
Anatomía y Embriología
Anatomía y Embriología Humana
UCM identifierORCIDScopus Author IDDialnet ID

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Now showing 1 - 4 of 4
  • Publication
    Atlas de anatomía radiológica correlacionado con imágenes de anatomía seccional. Tórax y Abdomen.
    (2019-04-23) Maranillo Alcaide, Eva; Vázquez Osorio, María Teresa; Sañudo Tejero, José Ramón; Viejo Tirado, Fermín; Navarro Collin, Cristina; Perez LLoret, Pilar; Arrazola, Juan; Marco, Fernando; Rodriguez Vázquez, José Francisco
    Es una herramienta de autoaprendizaje de las regiones anatómicas del tórax y el abdomen, bilingüe (español/inglés), dirigida a los estudiantes y profesionales de ciencias de la salud. Consiste en una serie de imágenes de resonancias magnéticas nucleares de tórax y abdomen, en las que aparecen marcadas, con un número, diferentes estructuras anatómicas para que el alumno piense y deduzca de qué estructura se trata. Las respuestas vienen dadas a continuación para que el alumno pueda proceder a su autoevaluación de forma inmediata, reforzando su aprendizaje. Esta herramienta de autoaprendizaje no es solo útil para que los alumnos aprendan y puedan preparar mejor las prácticas de anatomía y sus correspondientes exámenes prácticos, sino que también ayuda a los profesionales de las ciencias de la salud a adquirir los conocimientos anatómicos necesarios para poder interpretar, de forma correcta las RMN, técnica que cada vez tiene un mayor uso en la práctica clínica diaria.
  • Publication
    Undergraduate Students’ Role in Spreading and Controlling the Assessment System
    (L. Gómez Chova, A. López Martínez, I. Candel Torres, IATED Academy, 2015-03) Álvarez Vázquez, Mª Pilar; Sanz Miguel, Carmen; Ji, Zichen; Vázquez Osorio, María Teresa; García Seoane, Jorge
    The Clinical-Basic Sessions (CBS) are a compulsory practical activity of the new Degree in Medicine course curriculum of the Complutense University of Madrid. They are integrated in the strategy of transversal competences improvement. Students can participate in a team work studying and presenting a clinical case as speakers or, if they are students of the sixth course, as tutors, or can act as listener assessors of the public presentation of the cases and the speakers. Teachers can participate tutoring a case and evaluating the students participating in it, or can act as speakers’ assessors in a classroom where other clinical cases are presented. In 2013/2014, important changes in the evaluation process and the evaluation criteria were introduces. First of all, objective tools were used so that students knew which aspects will be evaluated and evaluators had a guide for assessment. Two rubrics were created, one for the continuos evaluation of the students in each clinical case (rubric A), and the other one for listener assessors to evaluare the speakers’ presentation (rubric B). Also, the continuous evaluation was made not only by tutor teachers but also by the team students (peer evaluation). Secondly, the evaluation became telematic. Rubrics A and B were transferred into forms A and B using Google Drive. This way, evaluators have to complete the forms to do their assessment. The attendance control system need to be implemented in order to prove the listener assessor’s participation. For this purpose, a double code system was set up, one for each case and a second one for each case’s assessor. Both codes were needed to complete the on line forms. A new figure was created to inform participants correctly, the Tutor Students for the Evaluation Control, a sixth course student who was assigned to no clinical case. Its role was very important: giving information properly to the working teams, explaining what the rubrics are and the student assessor role, informing the listener evaluators in the classrooms, managing the attendance control and explaining how to digitalize the assessments. Also, assessors were asked to complete the satisfaction surveys included in the forms. Several documents were prepared and uploaded to a Virtual Campus space to make their tasks easier. 39 students worked as Tutor Students for the Evaluation Control, explaining the new system to 104 teams of teachers and students and managing the 26 classrooms where 52 cases were presented. Positive results were achieved. There were no incidents even though the massive participation. Actually, 33% of the enrolled students in the degree participated in the clinical cases and 70% took part as listener assessors. The electronic forms were sent promptly, collecting 50% of the shipments between the 4th and 7th day. Also, participation in the surveys surpassed 90%. Finally, 70% of the survey’s respondents, declared to recommend maintaining the evaluation system. We can concluye that the new figure has achieved its aims, contributing definitely to the implementation of CBS evaluation implementation. In spite of its success, it is necessary to continue working to implement the rubrics and to drive forward into learning by assessing.
  • Publication
    Anatomical study of the masseteric and obturator nerves: application to face transplant and reanimation procedures
    (Wiley, 2019-04-04) Lasso Vázquez, José María; Maranillo Alcaide, Eva; Martinez Pascual, Paula; Goñi, Ender; Vázquez Osorio, María Teresa; Sañudo Tejero, José Ramón; Pascual Font, Aran
    The masseteric nerve (MN) and the anterior branch of the obturator nerve (ON) that innervate the transferred gracilis muscle have proved highly efficient for reanimating paralyzed facial muscles when muscle transfer is required. Previous researchers have published the total axonal load for myelinated fibers in both nerves. However, the real motor axonal load has not been established. We performed the study on 20 MN and 13 ON. The segments of the MN and the ON were embedded in paraffin, sectioned at 10 μm, and stained following a standard immunohistochemical procedure using anti-choline acetyltransferase to visualize the motor fibers. The MN has a higher axonal load than the ON. There were statistically significant differences between the axonal load of the proximal segment of the MN and the ON. These findings confirm that end-to-end anastomoses between the MN and the ON should preferably use the proximal segment. However, MN neurotomy should ideally be performed between the proximal and distal segments, preserving innervation to the deep fascicles. Our results show that the MN is ideal as a donor motor nerve for reinnervating transplanted muscle for dynamic reanimation of the paralyzed face. The neurotomy should ideally be performed between the first and second collateral branches of the MN. Conclusion: These findings confirm that end-to-end anastomoses between the MN and the ON should preferably use the proximal and middle segments and the first branch itself and reveal that the MN is ideal as a donor motor nerve for reinnervating transplanted muscle for dynamic reanimation of the paralyzed face. However, the masseteric neurotomy should ideally be performed on the middle segment, preserving the innervation to the deep fascicles.
  • Publication
    External laryngeal nerve landmarks revisited
    (John Wiley & Sons medical publication, 2018-09-10) Ortega, Consuelo; Maranillo Alcaide, Eva; McHanwell, Steve; Sañudo Tejero, José Ramón; Vázquez Osorio, María Teresa
    Background: Because external laryngeal nerve (ELN) iatrogenic damage is frequent during neck surgery, its precise localization has been highly recommended. This study analyzes the different surgical landmarks previously proposed and the anatomy of the collateral and terminal branches of the ELN. Methods: The necks of 157 (77 men and 80 women) human adult embalmed cadavers were examined. The ELN origin, length, and relationship to different landmarks were recorded and results statistically compared with those previously reported. Results: The ELN is located deep to the ascending pharyngeal vein in 100% of patients. In most patients, it crosses the carotid axis at the thyroid artery origin level (47% of patients), passes medial to it (89% of patients), and shows an intramuscular trajectory through the inferior constrictor of the pharynx (80% of patients). Conclusion: The ELN position, in relation to classical landmarks, is highly variable. The most reliable relationships are those with the ascending pharyngeal vein or with the superior thyroid artery.