Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 183
Filtrar
1.
Anat Sci Int ; 99(2): 159-182, 2024 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-38236439

RESUMO

The amalgamation of veterinary anatomy, technology and innovation has led to development of latest technological advancement in the field of veterinary medicine, i.e., three-dimensional (3D) imaging and reconstruction. 3D visualization technique followed by 3D reconstruction has been proven to enhance non-destructive 3D visualization grossly or microscopically, e.g., skeletal muscle, smooth muscle, ligaments, cartilage, connective tissue, blood vessels, nerves, lymph nodes, and glands. The core aim of this manuscript is to document non-invasive 3D visualization methods being adopted currently in veterinary anatomy to reveal underlying morphology and to reconstruct them by 3D softwares followed by printing, its applications, current challenges, trends and future opportunities. 3D visualization methods such as MRI, CT scans and micro-CT scans are utilised in revealing volumetric data and underlying morphology at microscopic levels as well. This will pave a way to transform and re-invent the future of teaching in veterinary medicine, in clinical cases as well as in exploring wildlife anatomy. This review provides novel insights into 3D visualization and printing as it is the future of veterinary anatomy, thus making it spread to become the plethora of opportunities for whole veterinary science.


Assuntos
Anatomia Veterinária , Imageamento Tridimensional , Imageamento Tridimensional/métodos , Impressão Tridimensional , Software , Microtomografia por Raio-X
2.
J Anat ; 244(1): 184-201, 2024 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-37664883

RESUMO

Anatomy forms a key component of veterinary curricula, but, in the context of an evolving profession, curricula are adapting and changing accordingly. There is a lack of guidance for educators regarding the levels of anatomical knowledge required for a graduate to be considered safe or competent. A formal review of veterinary anatomy learning outcomes (LOs) is therefore timely to support curriculum development in this rapidly evolving field. This study aimed to create a set of LOs which reflect the recommended core requirements for a new graduate veterinarian. A consensus approach using a modified Delphi method was used. The Delphi panel consisted of 23 experienced and active veterinary anatomy educators from veterinary schools within the UK and Ireland. The process had four stages: (1) Research team review, pre-screening and modification of a list of existing LOs (adapted from the Core Regional Anatomy Syllabus) which then formed the initial set of outcomes sent for review; (2) Delphi Round 1; (3) Delphi Round 2; (4) Post-Delphi final screening and review. Qualitative data outlining the rationale for modification and rejection of LOs were analysed via content analysis. 167 LOs were initially presented to the Delphi panel in Round 1. 64 of those were accepted, 79 recommended for modification and 23 rejected. 122 LOs were presented to the Delphi panel in Round 2. Of these, 86 outcomes were accepted, 10 modified and 26 rejected. 160 LOs were ultimately accepted and form the Veterinary Anatomy Core Syllabus. Key themes arising from analysis include the removal of unnecessary detail and increased focus on the relevance of competencies required of a new veterinary graduate. The syllabus presented may be used by curriculum planners, teachers and students within veterinary education worldwide.


Assuntos
Anatomia , Educação de Graduação em Medicina , Humanos , Anatomia Veterinária , Técnica Delfos , Anatomia Regional , Currículo , Educação de Graduação em Medicina/métodos , Anatomia/educação
3.
Anat Histol Embryol ; 53(1): e12975, 2024 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-37724620

RESUMO

Teaching veterinary anatomy using digital platforms requires improved image quality, which may influence the fixation process. This study aimed to compare four embalming solutions for high-colour-quality images of different tissues compared to the original image. Four equine left pelvic limbs were cut into metameres and divided equally for application of 10% formaldehyde, 96% glycerine, 33% hypersaturated NaCl solution and modified Larssen solution, respectively, which was maintained for 3 days. After drying for 3 days at room temperature, photographs were obtained at time 0 (T0), without any fixation process (original colour); time 1 (T1), immediately after removal from the solutions; and every 24 h for 3 days (T2-T4). The image colour quality was investigated by digitally evaluating the cortical bone, tendon and bone marrow using histograms and CIEDE2000 as well as by 10 specialists in an online survey. CIEDE2000 and histograms revealed that all fixation solutions changed the original tissue colour at all the time points (p < 0.0001). According to the specialists, the 33% saline solution produced the best results compared to the original one. The modified Larssen solution demonstrated better results for the tendon, marrow and cortical bone at T3 (p = 0.0015). Considering the colour of digital images, the modified Larssen solution provided the best results; however, the visual evaluation by the specialists revealed the 33% saline solution as the best.


Assuntos
Formaldeído , Solução Salina , Animais , Cavalos , Anatomia Veterinária/educação , Embalsamamento/métodos , Técnicas Histológicas/veterinária
4.
Anat Sci Educ ; 17(1): 88-101, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-37555630

RESUMO

An innovative series of dissections of the canine abdomen was created to facilitate social distancing in the dissection room following COVID-19 restrictions imposed in the UK. In groups of six, first-year veterinary students took turns dissecting selected parts of the canine abdomen while maintaining social distancing and documenting their work with video and photographs. Here, students learned about the canine abdominal anatomy by dissecting, recording the dissections of others in their group, and compiling the recorded material into a collaborative electronic media portfolio (Wiki). An online formative multiple-choice test was created to test students' knowledge of the canine abdominal anatomy. The result analysis showed that although students achieved the learning outcomes only by studying the Wiki, they had better performance in the anatomical areas where they learned through the dissection (p < 0.05). Student performance was very similar in the areas in which they were present in the dissection room and participated in recording the dissection compared with the areas that they effectively dissected (p > 0.05). A qualitative thematic analysis was developed to understand students' opinions via their feedback on this dissection approach. Our results showed that student collaboration and the development of practical skills were the most valued aspects of this dissection teaching initiative. Moreover, these results show that developing a group Wiki has a positive impact on student achievement of learning objectives, with a practical hands-on dissection being fundamental for the optimal learning of the canine abdominal anatomy.


Assuntos
Anatomia , Estudantes de Medicina , Humanos , Animais , Cães , Anatomia Veterinária/educação , Anatomia/educação , Aprendizagem , Dissecação/métodos , Currículo , Cadáver
5.
Vet Med Sci ; 9(4): 1869-1880, 2023 07.
Artigo em Inglês | MEDLINE | ID: mdl-36943939

RESUMO

BACKGROUND: The covid-19 pandemic changed veterinary anatomy in-person training to inexperienced virtual training rapidly. OBJECTIVES: This survey was designed to assess the perceptions of first- and second-year Iranian veterinary students on learning outcomes during the online transition. METHODS: The opinions of 684 students were examined using questionnaire. RESULTS: The data showed that 23.8% of students were interested in learning anatomy online and 24.8% were satisfied with it. Only 13.5% of the students in the survey generally agree with replacing remote teaching with ordinary training. Less than 1% of students considered online education suitable for the practical part of anatomy. Most of the students' sources for theoretical part included professor's booklets, narrated PowerPoint lectures, in-class notes, and anatomy books. Professors' dissection videos, YouTube videos and also anatomy atlases were the most used sources for practical part. Many students (69.3%) were comfortable using technology. Few numbers of the students (36.1%) were satisfied with the result of the online anatomy exam. Students commented missing dissection, lack of interaction and technology challenges as main negative-points of E-learning. While time management and reviewing the recorded lessons was described as one of the most important benefits. CONCLUSIONS: Online education cannot replace face-to-face education in anatomy and it can be used along ordinary training as an additional educational tool. However, group online learning activities, using dissection videos and 3-D software are suggested for online learning. The data of this study, collected for the first time in Iran, can be used for future decisions in veterinary anatomy.


Assuntos
COVID-19 , Educação a Distância , Animais , Irã (Geográfico) , Anatomia Veterinária , Pandemias , COVID-19/veterinária
6.
J Vet Med Educ ; 50(2): 234-242, 2023 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-35324419

RESUMO

Detailed knowledge of anatomical systems is vital for clinical veterinary practice. However, students often find it difficult to transfer skills learned from textbooks to real-life practice. In this study, a three-dimensional computer model representing equine paranasal sinus anatomy (3D-ESM) was created and evaluated for its contribution to student understanding of the 3D dynamic nature of the system. Veterinary students and equine professionals at the University of Bristol were randomly allocated into experimental (3D model) and control (2D lecture) groups. A pre-/post-study design was used to evaluate the efficacy of the 3D model through a pre-/post-multiple-choice question (MCQ) anatomical knowledge exam and a pre-/post-questionnaire gathering information on participant demographics, confidence, and satisfaction. No statistically significant difference was found between 3D and 2D groups' post-MCQ exam scores (t39 = 1.289, p = .205). 3D group participant feedback was more positive than 2D group feedback, and 3D group satisfaction scores on Likert questions were significantly higher (t118 = -5.196, p < .001). Additionally, confidence scores were significantly higher in the 3D group than in the 2D group immediately following the study (p < .05). Participants' open-text responses indicated they found the 3D model helpful in learning the complex anatomy of the equine paranasal sinuses. Findings suggest the 3D-ESM is an effective educational tool that aids in confidence, enjoyment, and knowledge acquisition. Though it was not better than traditional methods in terms of anatomy knowledge exam scores, the model is a valuable inclusion into the veterinary anatomy curriculum.


Assuntos
Anatomia , Educação em Veterinária , Seios Paranasais , Animais , Anatomia/educação , Anatomia Veterinária/educação , Simulação por Computador , Educação em Veterinária/métodos , Avaliação Educacional , Cavalos
7.
Anat Histol Embryol ; 52(1): 50-54, 2023 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-35908183

RESUMO

Examination failure rate is high in veterinary anatomy in Brazilian universities. We report here our active learning experience in which students recorded video reports on veterinary anatomical specimens of locomotor apparatus to support classic learning. Eighteen students were divided into 2 groups, case group (V3) and control (E). Case group students individually recorded video reports of prosected specimens weekly. Acceptance and efficacy of the strategy were assessed with a Likert scale anonymous questionnaire and students' scores in theoretical exams. The method was highly accepted and the performance test proved that recording videos is an effective strategy for active learning in anatomy.


Assuntos
Anatomia Veterinária , Aprendizagem Baseada em Problemas , Animais , Anatomia Veterinária/educação , Brasil , Aprendizagem Baseada em Problemas/métodos , Gravação de Videoteipe
8.
Anat Histol Embryol ; 52(1): 55-61, 2023 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-35872592

RESUMO

The Covid-19 pandemic forced universities around the world to use online education instead of face-to-face teaching. Veterinary anatomy training was also affected, and laboratory classes were disrupted by this transition. To reduce the effects of virtual education on students' anatomy learning, peer learning using dissection videos was introduced at University of Tehran. This study describes the design and implementation of this method and evaluates the students' perceptions regarding this programme. The opinions of 98 students were examined using a questionnaire. The data showed that dissection videos were one of the main sources of anatomy study (67.3%). Among students who used videos, 69.6% students became more interested in anatomy and 73% learned anatomy better with this approach. Students used these videos to review anatomy (88.7%) and even learn new content (87.6%). Most surveyed students used laptops (73%) and cell phones (14.6%) to watch videos. In this study, 19.1% of respondents were estimated to be low users, 68.5% medium users and 12.4% high users. A large number of students (83.1%) trusted their peer teacher in providing the lesson. Dissection videos play an important role in conveying a three-dimensional understanding of anatomical structures, and peer teaching is also effective in learning because of the strong connection between tutors and tutees. This study supports students' acceptance of the use of peer dissection videos for learning online veterinary anatomy.


Assuntos
Anatomia Veterinária , Educação a Distância , Anatomia Veterinária/educação , COVID-19/epidemiologia , COVID-19/veterinária , Dissecação/veterinária , Pandemias , Gravação de Videoteipe , Educação a Distância/métodos , Humanos
9.
Adv Physiol Educ ; 46(4): 647-650, 2022 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-36135938

RESUMO

Gamification is a dynamic tool for educational transformation useful to encourage student interest and enhance learning. Here we present a study conducted to investigate the effectiveness of an educational card game developed by us in veterinary anatomy practicals to reinforce knowledge acquisition in veterinary students. A total of four sets of cards were designed, each one with different anatomical topics (structure identification, articulation and positioning, clinical anatomy, and comparative anatomy); students were arranged in small groups (7-10 students per group) and played the game at the end of each anatomy practical session, discussing the corresponding questions, randomly chosen, as a team. This activity was highly valued by students, most of whom (>80%) expressed that the game was enjoyable, challenging, helpful to improve their knowledge and understanding in clinical anatomy, and effective for anatomy exam preparation. Thus, the use of educational games in practical sessions seems to improve student engagement in the learning process individually and as a team.NEW & NOTEWORTHY The development and implementation of a card game as a training resource that allows learning veterinary anatomy in a motivating and cooperative environment, promoting teamwork, relationships, and trust and communication between colleagues, is described. Stimulating the ability to solve problems as a team has provided help to students preparing for their exams in a more dynamic and enjoyable way.


Assuntos
Anatomia , Educação em Veterinária , Anatomia/educação , Anatomia Veterinária/educação , Avaliação Educacional , Humanos , Aprendizagem , Estudantes
10.
Anat Histol Embryol ; 51(2): 163-169, 2022 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-34994005

RESUMO

Teaching Veterinary Anatomy in a virtual world is an utmost requirement of the ongoing era of COVID-19 pandemic. Due to sudden lockdown, all the educational institutes, professional medical and veterinary colleges were closed (except emergency services) and academic activities were suspended altogether. This situation was challenging as well as thought-provoking for various academicians and professors to rethink about the means to keep the conduit of imparting education unceasing. This review focuses on the virtual reality aids that are being adopted worldwide and the initiatives taken by academicians during this era to impart best practical anatomy lessons yet being in a socially distant world. However, during the lockdown and social distancing, face-to face interactions were not feasible, and therefore, number of distant learning methods were created on virtual platforms for continuing the process of teaching veterinary anatomy closer to reality available at their doorsteps where academic staff was actively involved to reconstruct and renovate resources, upgraded their digital competencies to develop new ways to shift from one on one and merged to remote online teaching, and anatomy teaching was transformed to an abrupt 'virtual mode'. Adopting virtual reality (VR) aids such as 3D animations, software packages, virtual dissections and E-museum serves as a great saviour throughout this unprecedented pandemic in a socially distant world to continue the teaching connexion.


Assuntos
Anatomia , COVID-19 , Realidade Virtual , Anatomia/educação , Anatomia Veterinária , Animais , COVID-19/epidemiologia , COVID-19/prevenção & controle , COVID-19/veterinária , Controle de Doenças Transmissíveis , Pandemias/prevenção & controle , SARS-CoV-2
11.
J Vet Med Educ ; 49(6): 770-777, 2022 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-34779748

RESUMO

This article explores the impact of experiential team communication training on student team effectiveness. First-year veterinary students were concurrently enrolled in the Group Communication in Veterinary Medicine course and applied their knowledge to their authentic team experiences in the Veterinary Anatomy and Introduction to Clinical Problem Solving courses. All students completed a modified team effectiveness instrument and a team self-reflection at the end of the semester. Results show that students experienced a high level of team effectiveness. Although students experienced challenges with respect to staying on task and distributing roles and responsibilities, team coordination and communication improved over time, due in part to the team activities associated with the team training intervention. This research provides support for the impact of experiential team training to the development of team process skills and team effectiveness.


Assuntos
Comportamento Cooperativo , Educação em Veterinária , Anatomia Veterinária , Educação em Veterinária/métodos , Humanos , Estudantes , Resolução de Problemas , Comunicação
12.
Anat Sci Educ ; 15(1): 67-82, 2022 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-34714602

RESUMO

The sudden shift of veterinary anatomy teaching from traditional to online mode during the coronavirus disease 2019 (Covid-19) pandemic lockdown was a major challenge used for the first time in Egyptian veterinary medical schools. This study aimed to evaluate the students' perspectives regarding the shift of veterinary anatomy teaching to online mode during the lockdown in Egypt. A total of 502 students from all veterinary medical schools in Egypt (n = 17) answered the questionnaire. The results revealed that nearly two-thirds of students felt enthusiastic about studying anatomy online during the pandemic. Moreover, approximately 63% of students were satisfied with the provided learning materials, 66% were able to understand anatomy using the online learning system during the lockdown period, 67% were comfortable with technological skills during their online study, and 47% believed that online learning of anatomy could replace face-to-face teaching. Therefore, despite the problems associated with the emergency switch to remote teaching, it appears to be a suitable alternative in teaching veterinary anatomy in Egyptian universities during this pandemic crisis in Egyptian universities. Moreover, the study provided several measurements to overcome the common problems associated with this challenging method for future application, such as providing three-dimensional virtual tools and electronic devices with either free or low-priced Internet packages, and measuring students' understanding before and after each lecture. This is the first study to solicit the early students' feedback regarding the emergency shift to online veterinary anatomy teaching which might help decision-makers in Egypt for future implementation of online learning of veterinary anatomy.


Assuntos
Anatomia , COVID-19 , Educação a Distância , Anatomia/educação , Anatomia Veterinária/educação , Controle de Doenças Transmissíveis , Egito/epidemiologia , Humanos , Pandemias , SARS-CoV-2 , Estudantes
13.
J Vet Med Educ ; 49(3): 346-352, 2022 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-33950795

RESUMO

Three-dimensional (3D) printed models of anatomic structures offer an alternative to studying manufactured, "idealized" models or cadaveric specimens. The utility of 3D printed models of the heart for clinical veterinary students learning echocardiographic anatomy is unreported. This study aimed to assess the feasibility and utility of 3D printed models of the canine heart as a supplementary teaching aid in final-year vet students. We hypothesized that using 3D printed cardiac models would improve test scores and feedback when compared with a control group. Students (n = 31) were randomized to use either a video guide to echocardiographic anatomy alongside 3D printed models (3DMs) or video only (VO). Prior to a self-directed learning session, students answered eight extended matching questions as a baseline knowledge assessment. They then undertook the learning session and provided feedback (Likert scores and free text). Students repeated the test within 1 to 3 days. Changes in test scores and feedback were compared between 3DM and VO groups, and between track and non-track rotation students. The 3DM group had increased test scores in the non-track subgroup. Track students' test scores in the VO group increased, but not in the 3DM group. Students in the 3DM group had a higher completion rate, and more left free-text feedback. Feedback from 3DM was almost universally positive, and students believed more strongly that these should be used for future veterinary anatomy teaching. In conclusion, these pilot data suggest that 3D printed canine cardiac models are feasible to produce and represent an inclusive learning opportunity, promoting student engagement.


Assuntos
Educação em Veterinária , Animais , Cães , Humanos , Anatomia Veterinária , Avaliação Educacional , Aprendizagem , Modelos Anatômicos , Impressão Tridimensional
14.
J Vet Med Educ ; 49(3): 297-305, 2022 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-33950803

RESUMO

The expanding use of technology to support or replace dissection has implications for educators, who must first understand how students mentally manipulate anatomical images. The psychological literature on spatial ability and general intelligence is relevant to these considerations. This article situates current understandings of spatial ability in the context of veterinary anatomy education. As in medical education, veterinary courses are increasingly using physical and computer-based models and computer programs to supplement or even replace cadavers. In this article, we highlight the importance of spatial ability in the learning of anatomy and make methodological recommendations for future studies to ensure a robust evidence base is developed. Recommendations include ensuring that (a) studies aiming to demonstrate changes in spatial ability include anatomically naïve students and also account for previous anatomical knowledge, (b) studies employ a control group in order to account for the practice effect, and (c) the relationship between spatial ability and general intelligence, and thus other cognitive abilities, is acknowledged.


Assuntos
Anatomia , Educação de Graduação em Medicina , Educação em Veterinária , Navegação Espacial , Estudantes de Medicina , Anatomia/educação , Anatomia Veterinária/educação , Animais , Educação em Veterinária/métodos , Humanos , Aprendizagem , Estudantes de Medicina/psicologia
15.
Anat Sci Educ ; 15(4): 698-708, 2022 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-34218523

RESUMO

Despite human (HUM) and veterinary (VET) medical institutions sharing the goal of educating future clinicians, there is little collaboration between them regarding curricular and pedagogical practices during the preclinical/basic science training years. This may be, at least in part, due to a lack of understanding of each type of curriculum. This study presents data about curricula, student populations, pedagogical methodologies applied, and anatomy educators' training at both HUM and VET institutions. Preclinical curricula, admissions criteria, and student demographics were analyzed for 21 institutions in the United States having both HUM and VET schools. This dataset was augmented by a questionnaire sent to anatomists internationally, detailing anatomy curricula, pedagogies applied, and anatomy educators' training. Many curricular similarities between both training programs were identified, including anatomy education experiences. However, VET programs were found to include more preclinical coursework than HUM programs. Students who matriculate to VET or HUM schools have similar academic records, including prerequisite coursework and grade point average. Median HUM class size was significantly larger, and the percentage of women enrolled in VET institutions was significantly higher. Training of anatomy educators was identical with one exception: VET educators are far more likely to hold a clinical degree. This study elucidates the substantial similarities between VET and HUM programs, particularly in anatomy education, underscoring the potential for collaboration between both types of programs in areas such as interprofessional education, bioethics, zoonotic disease management, and postgraduate training.


Assuntos
Anatomistas , Anatomia , Educação Médica , Educação em Veterinária , Anatomistas/educação , Anatomia/educação , Anatomia Veterinária/educação , Currículo , Feminino , Humanos , Estados Unidos
17.
Anat Sci Educ ; 14(6): 799-807, 2021 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-33119211

RESUMO

In contrast to medical education, information on the use of arts as a learning approach is scarce in veterinary anatomy. The aim of this prospective, questionnaire-based study was to survey students' use of drawing in various aspects of veterinary anatomy learning (self-study, examinations, preparation for, and reflection on cadaver dissection). The quantitative data showed that first-year students with artistic preferences used drawing significantly more often in most aspects of anatomy learning than students with no such preferences, apart from the reported use of drawing in examinations and for reflection after cadaver dissection. The lack of significant correlations of the reported use of drawing in examinations with any other study variable provided support for the author's observation that student-generated drawings are not as commonly used in examinations as previously. In contrast to the study hypothesis, previous university studies did not correlate significantly with any aspect of the use of drawing in anatomy learning. None of the reported uses of drawing addressed the benefits of drawing in learning the comparative anatomy of animal species, a characteristic distinguishing veterinary anatomy from human anatomy. Qualitative student feedback indicated that encouragement and teacher-produced images would increase the use of drawing as a learning approach even if the implementation of drawing into the curriculum is not feasible. Conclusions from this study were implemented through self-directed learning in anatomy courses that replaced the canceled cadaveric dissections during the COVID-19 outbreak and also through the ongoing drawing workshops to further advance the use of drawing in veterinary anatomy learning.


Assuntos
Anatomia , COVID-19 , Educação de Graduação em Medicina , Estudantes de Medicina , Anatomia/educação , Anatomia Veterinária/educação , Animais , Cadáver , Currículo , Humanos , Estudos Prospectivos , SARS-CoV-2 , Inquéritos e Questionários
18.
Adv Exp Med Biol ; 1260: 13-25, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33211305

RESUMO

"All learning is in the learner, not the teacher." Plato was right. The adage has passed the test of time and is still true in an era where technology accompanies us in not only professional but also recreational life every day, everywhere. On the other hand, the learner has evolved and so have the sources being used to satisfy curiosity and learning. It therefore appears intuitive to embrace these technological advances to bring knowledge to our pupils with the aim to facilitate learning and improve performance. It must be clear that these technologies are not intended to replace but rather consolidate knowledge partly acquired during more conventional teaching of anatomy. Veterinary medicine is no outlier. Educating students to the complexity of anatomy in multiple species requires that three-dimensional concepts be taught and understood accurately if appropriate treatment is to be set in place thereafter. Veterinary anatomy education has up to recently walked diligently in the footsteps of John Hunter's medical teaching using specimens, textbooks, and drawings. The discipline has yet to embrace fully the benefits of advancement being made in technology for the benefit of its learners. Three-dimensional representation of anatomy is undeniably a logical and correct way to teach whether it is through the demonstration of cadaveric specimen or alternate reality using smartphones, tablets, headsets or other digital media. Here we review some key aspects of the evolution of educational technology in veterinary anatomy.


Assuntos
Anatomia Veterinária/educação , Tecnologia Educacional , Avaliação Educacional , Humanos , Internet , Aprendizagem
19.
J Med Libr Assoc ; 108(4): 647-648, 2020 Oct 01.
Artigo em Inglês | MEDLINE | ID: mdl-33013225

RESUMO

Traditionally, there are three primary ways to learn anatomy outside the classroom. Books provide foundational knowledge but are limited in terms of object manipulation for deeper exploration. Three-dimensional (3D) software programs produced by companies including Biosphera, Sciencein3D, and Anatomage allow deeper exploration but are often costly, offered through restrictive licenses, or require expensive hardware. A new approach to teaching anatomy is to utilize virtual reality (VR) environments. The Virginia-Maryland College of Veterinary Medicine and University Libraries have partnered to create open education-licensed VR anatomical programs for students to freely download, access, and use. The first and most developed program is the canine model. After beta testing, this program was integrated into the first-year students' physical examination labs in fall 2019. The VR program enabled students to walk through the VR dog model to build their conceptual knowledge of the location of certain anatomical features and then apply that knowledge to live animals. This article briefly discusses the history, pedagogical goals, system requirements, and future plans of the VR program to further enrich student learning experiences.


Assuntos
Anatomia Veterinária/métodos , Instrução por Computador/instrumentação , Educação em Veterinária , Animais , Cães , Humanos , Maryland , Estudantes , Virginia
20.
Anat Sci Int ; 95(4): 498-507, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32356264

RESUMO

Formalin-embalmed cadavers have been extensively used to teach anatomy. Although they ensure the preservation of anatomical structures without microbial contamination, they are considerably rigid and cannot be used to study the joint and muscle movements. Moreover, formalin irritates the eyes and airways and is carcinogenic on chronic exposure. To overcome the disadvantages of formalin-fixed cadavers, we investigated the usefulness of alternative embalming methods using saturated salt solution (SS) and Thiel's solution (TS). We compared the three solutions based on the following parameters: cost of the embalming solution; preservation of anatomical structure, color, flexibility, and texture; and microbial contamination. Convenience of anatomical structure identification and preferences in anatomical laboratory practice were evaluated using questionnaires answered by veterinary undergraduate students. Cost of the embalming solution was the lowest for formalin solution (FS) and most expensive for TS. All cadavers were successfully preserved without significant putrefaction and were useful for teaching veterinary anatomy. Cadavers embalmed with SS or TS were superior in facilitating joint and muscle movement. Compared to FS, the color and texture of muscles and internal organs were similar to those of living animals and there was no irritating and offensive smell in SS and TS cadavers. Students preferred the SS and TS cadavers for their usefulness in identification of anatomical structures, highlighting their usefulness in veterinary anatomy education.


Assuntos
Anatomia Veterinária/educação , Anatomia/educação , Cães/anatomia & histologia , Educação em Veterinária , Embalsamamento/métodos , Animais , Embalsamamento/economia , Formaldeído , Cloreto de Sódio , Soluções/economia
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA
...