Bone lesions have the capacity for regeneration under normal conditions of the bone metabolism process. However, due to the increasing incidence of major traumas and diseases that cause bone-mineral deficiency, such as osteoporosis, scaffolds are needed that can assist in the bone regeneration process. Currently, natural polymeric scaffolds and bioactive nanoparticles stand out. Therefore, the objective of the study was to evaluate the osteoregenerative potential in tibiae of healthy and ovariectomized rats using mineralized collagen and nanohydroxyapatite (nHA) scaffolds associated with elastin. The in-vivo experimental study was performed with 60 20-week-old Wistar rats, distributed into non-ovariectomized (NO) and ovariectomized (O) groups, as follows: Controls (G1-NO-C and G4-O-C); Collagen with nHA scaffold (G2-NO-MSH and G5-O-MSH); and Collagen with nHA and elastin scaffold (G3-NO-MSHC and G6-O-MSHC). The animals were euthanized 6 weeks after surgery and the samples were analyzed by macroscopy, radiology, and histomorphometry. ANOVA and Tukey tests were performed with a 95% CI and a significance index of p < 0.05. In the histological analyses, it was possible to observe new bone formed with an organized and compact morphology that was rich in osteocytes and with maturity characteristics. This is compatible with osteoconductivity in both matrices (MSH and MSHC) in rats with normal conditions of bone metabolism and with gonadal deficiency. Furthermore, they demonstrated superior osteogenic potential when compared to control groups. There was no significant difference in the rate of new bone formation between the scaffolds. Ovariectomy did not exacerbate the immune response but negatively influenced the bone-defect repair process.

Medical residency is a demanding period of specialty training, marked by intense clinical exposure, heavy workload, and continuous knowledge development. Identifying how residents prefer to learn may help residency programs refine their educational strategies and better align teaching approaches with the needs of trainees. This study assessed learning-style preferences among medical residents using the Felder–Soloman Index of Learning Styles. A total of 152 residents from clinical and surgical specialties in a Brazil-ian medical residency program were included. In the overall sample, the predominant preferences were sensing (90.79%), visual (73.68%), active (62.50%), and sequential (70.39%). Comparisons between clinical and surgical specialties showed a significant dif-ference only in the understanding domain, with residents from clinical specialties being more frequently classified as sequential than those from surgical specialties (80.0% vs. 63.2%). The limited variation across groups suggests that most residents share a broadly similar learning profile, although some cognitive-processing preferences may differ ac-cording to specialty-related demands. These findings support the use of diversified educa-tional strategies in medical residency, combining visual resources, active learning meth-ods, and structured practical activities adapted to clinical and surgical training contexts.

Medical residency is a demanding stage of specialty training characterized by extensive clinical exposure, heavy workloads, and ongoing knowledge acquisition. Characterizing residents’ learning-style preferences may help residency programs refine their educational strategies and better address residents’ needs. This study assessed learning-style preferences using the Felder–Soloman Index of Learning Styles in 152 residents from clinical and surgical specialties in a Brazilian medical residency program. In the overall sample, the predominant preferences were sensing (90.79%), visual (73.68%), active (62.50%), and sequential (70.39%). Clinical and surgical residents differed significantly only in the understanding domain: sequential preference was more frequent among clinical than surgical residents (80.0% [95% CI: 68.7–87.9] vs. 63.2% [95% CI: 52.7–72.6]). The limited variation between groups suggests that most residents shared a broadly similar learning profile, although some cognitive-processing preferences may differ according to specialty-related demands. These findings may inform diversified educational strategies that combine visual resources, practical activities, and structured progression across clinical and surgical training contexts.