Background: Formative feedback (FF) is a key pedagogical tool in anatomy education, aiming to enhance learning by fostering self-regulation, motivation, and conceptual understanding. However, its effectiveness in improving academic performance remains inconclusive.Objective: This study investigates the impact of FF on student perceptions and academic performance in an undergraduate anatomy course using a mixed-methods approach.Methods: A convergent parallel design was employed, integrating qualitative and quantitative analyses. Qualitative data from open-ended questionnaires and focus groups were analyzed through thematic coding using ATLAS.ti, resulting in 140 initial codes, later refined into 34 key themes. A coding network was constructed to map students' perceptions. Quantitative analysis compared students' pre- and post-feedback academic performance using paired Student's t-tests in GraphPad Prism 9.0.Results: Qualitative findings indicate that students perceive FF as beneficial for reinforcing anatomical concepts, improving study techniques, and fostering self-regulated learning. However, concerns about superficiality, lack of specificity, and cognitive overload were frequently mentioned. Quantitative analysis revealed no significant differences in grades before and after FF implementation, suggesting that while FF is valued by students, it does not necessarily translate into measurable academic gains in the short term.Conclusion: FF positively impacts student engagement, motivation, and learning strategies, yet its academic benefits may depend on feedback structure, specificity, and integration into assessment frameworks. Enhancing dialogic and visually supported feedback mechanisms may optimize FF's effectiveness in anatomy education.

This study evaluates the impact of PM2.5 exposure from wood combustion on reproductive health and fetal development using an experimental model in Sprague Dawley rats. The study was conducted in Temuco, Chile, where high levels of air pollution are primarily attributed to residential wood burning. A multigenerational exposure model was implemented using controlled exposure chambers with filtered (FA) and unfiltered (NFA) air. Second-generation (G2) female rats (n = 48) were exposed pregestationally (60 days) and gestationally (23 days) under four conditions: FA/FA, FA/NFA, NFA/FA, and NFA/NFA. PM2.5 concentration and composition were monitored using beta-ray attenuation and X-ray fluorescence spectrometry. Reproductive parameters, ovarian follicle counts, and hormonal levels were assessed via vaginal cytology, histological analysis, and chemiluminescence immunoassays. PM2.5 exposure disrupted estrous cyclicity (p = 0.0001), reduced antral and growing follicles (p = 0.0020; p = 0.0317), and increased post-implantation losses (p = 0.0149). Serum progesterone and estradiol levels were significantly altered (p < 0.05). Despite ovarian disruptions, fertility rates remained unchanged. These findings suggest that chronic exposure to wood smoke-derived PM2.5 adversely affects ovarian function and fetal growth without significantly impairing overall reproductive capacity. This study highlights the need for public health policies to mitigate wood smoke pollution.