Exploring alternatives for securing anatomical structures in capturing digital images: A comparative analysis.

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.

Supporting collaborative dissection through the development of an online wiki positively impacts the learning of veterinary anatomy.

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.

Conservation of Organs (Heart, Brain and Kidney) of Canine by Cold-Temperature Silicone Plastination in an Animal Anatomy Laboratory in Ecuador / Conservación de Órganos (Corazón, Encéfalo y Riñón) de Canino Mediante la Técnica de Plastinación en Silicona al Frío Realizada en Laboratorio de Anatomía Animal en Ecuador

SUMMARY: For the purposes of teaching anatomy, the use of cadaver preparations is considered the most efficient way of ensuring that students retain knowledge. Nevertheless, in Ecuador the use of animal specimens in universities must comply with the internationally accepted principles of replacement, reduction and refinement (3Rs). Plastination is an alternative technique which allows organs to be conserved in the long term and complies with the 3Rs. The object of the present work was to use cold-temperature silicone plastination with Biodur® products to obtain long-lasting, easy-to-handle canine organs for use as tools for the teaching of animal anatomy. Six canine cadavers were obtained from local animal protection charities. The hearts, brains and kidneys of the cadavers were dissected and fixed with formaldehyde 10 %. They were then dehydrated with acetone at -20 °C. The specimens were impregnated with Biodur® S10:S3 (-20 °C) and finally cured with Biodur® S6. We plastinated six hearts, twelve kidneys, four brains and one encephalic slice of canine. The application of cold-temperature plastination to canine organs followed the parameters established for the conventional protocol, enabling us to obtain organs of brilliant appearance, free of odours, in which the anatomical form was preserved. Thus the technique helped us to comply with the 3Rs, as we obtained easy-to-handle teaching models to replace fresh or formaldehyde-fixed samples for the teaching-learning of the canine anatomy.

En la enseñanza de la Anatomía, el uso de preparaciones cadavéricas se considera el método que permite a los estudiantes retener el conocimiento de una forma más eficiente. No obstante, en Ecuador, el uso de especímenes animales en las universidades se debe realizar bajo el principio internacional de reemplazo, reducción y refinamiento (3Rs). La técnica de plastinación es una técnica alternativa que permite preservar órganos a largo plazo y que se adapta al principio de las 3Rs. El objetivo del trabajo fue utilizar la técnica de plastinación en silicona al frío con productos Biodur® para obtener órganos caninos duraderos y manejables útiles como herramienta para la enseñanza de la anatomía animal. Se obtuvieron seis cadáveres de caninos de fundaciones locales para la protección animal. Se realizaron disecciones de corazones, cerebros y riñones de los cadáveres caninos. Los órganos se fijaron con formalina al 10 %. A continuación, se llevó a cabo la deshidratación con acetona a -20 °C. Los especímenes fueron impregnados con S10:S3 Biodur® (-20 °C) y al final fueron curados con Biodur® S6. Se lograron plastinar seis corazones, doce riñones, cinco encéfalos y un tallo encefálico de canino. La técnica de plastinación al frío utilizada para obtener órganos de canino conservó los parámetros empleados en el protocolo convencional y permitió obtener órganos que presentaron aspecto brillante, ausencia de olores y mantuvieron la forma anatómica. Por lo que, la técnica facilitó cumplir con el principio de las 3Rs al obtenerse modelos didácticos fáciles de manipular que pueden reemplazar muestras frescas o formolizadas en el proceso de enseñanza-aprendizaje de la anatomía del canino.

ChatGPT for Veterinary Anatomy Education: An Overview of the Prospects and Drawbacks / ChatGPT para la Educación en Anatomía Veterinaria: Una Descripción General de las Perspectivas y los Inconvenientes

SUMMARY: The integration of artificial intelligence in veterinary medical education has the potential to revolutionize the way students learn veterinary anatomy. ChatGPT, launched by OpenAI in November 2022, has been the fastest-growing artificial intelligence (AI) application as a learning tool in the past few months. ChatGPT is a virtual assistant that provides students with detailed and relevant anatomical knowledge based on internet sources. Apart from the advantages of ChatGPT in veterinary anatomy education, the challenges and limitations must also be considered, as highlighted in this letter. Further research and evaluation are necessary to ensure the optimal integration of the ChatGPT tool into veterinary anatomy education. ChatGPT can provide students with valuable insights and educational support but cannot replace hands-on experiences; dissection-based laboratory sessions remain essential for developing practical skills and spatial understanding in veterinary anatomy education.

La integración de la inteligencia artificial en la educación médica veterinaria tiene el potencial de revolucionar la forma en que los estudiantes aprenden anatomía veterinaria. ChatGPT, lanzado por OpenAI en noviembre de 2022, ha sido la aplicación de inteligencia artificial (IA) de más rápido crecimiento como herramienta de aprendizaje en los últimos meses. ChatGPT es un asistente virtual que brinda a los estudiantes conocimientos anatómicos detallados y relevantes basados en fuentes de Internet. Además de las ventajas de ChatGPT en la educación en anatomía veterinaria, también se deben considerar los desafíos y las limitaciones, como se destaca en esta carta. Se necesitan más investigaciones y evaluaciones para garantizar la integración óptima de la herramienta ChatGPT en la educación en anatomía veterinaria. ChatGPT puede proporcionar a los estudiantes información valiosa y apoyo educativo, pero no puede reemplazar las experiencias prácticas. Las sesiones de laboratorio basadas en disecciones siguen siendo esenciales para desarrollar habilidades prácticas y comprensión espacial en la educación de la anatomía veterinaria.

Evaluation of a 3D Computer Model of the Equine Paranasal Sinuses as a Tool for Veterinary Anatomy Education.

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.

Using videos in active learning: An experience in veterinary anatomy.

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.

Dissection videos as a virtual veterinary anatomy peer learning tool: Trialled at the University of Tehran during the Covid-19 pandemic.

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.

Learning veterinary anatomy playing cards.

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.

Veterinary anatomy during the COVID-19 pandemic in brazil: research focused on pedagogical practice / Anatomía veterinaria durante la pandemia COVID-19 en brasil: investigación centrada en la práctica pedagógica

SUMMARY: Since the first Brazilian Veterinary Medicine course in 1910, many curricular changes have taken place. The pedagogical project have been centered on the student as a subject of learning and supported by the professors as a critical mediator of this process and the pandemic of COVID-19 accelerated this change. Many professors have taught video lessons to ensure continuity of teaching, research and extension, even at a distance. This paper, therefore, aims at reporting the development of animal anatomy didactic contents applied on online platforms in Portuguese language. To this, eight researches were developed addressing the teaching-learning of Morphological Sciences contents to be incorporated into distance education platforms that focused canine and feline anatomy, the study of neuroanatomy in the ovine, bovine, equine and primate species and the surgical anatomy of the locomotor apparatus of the equine specie. Thus, virtual teaching-learning platform can help, as a complementary tool to face-to-face classes, in obtaining the skills, abilities and attitudes required for the training of veterinary students in Brazil.

RESUMEN: Se han efectuado importantes cambios curriculares desde el primer curso de Medicina Veterinaria de Brasil en 1910. El proyecto pedagógico se ha centrado en el alumno como sujeto de aprendizaje con apoyo de los docentes como mediadores críticos de este proceso; con la pandemia de COVID-19 se aceleró este cambio. Muchos profesores han impartido lecciones en video para garantizar la continuidad de la docencia, la investigación y la extensión, incluso a distancia. Este artículo tiene como objetivo informar sobre el desarrollo de los contenidos didácticos sobre la anatomía animal, aplicados en plataformas online en portugués. Para ello, se desarrollaron ocho investigaciones que abordan la enseñanza-aprendizaje de contenidos de Ciencias Morfológicas para ser incorporados en plataformas de educación a distancia que enfocaran la anatomía canina y felina, el estudio de la neuroanatomía en las especies ovina, bovina, equina y primate, y la anatomía quirúrgica del aparato locomotor de la especie equina. De esta forma, la plataforma virtual de enseñanza-aprendizaje puede complementar las clases presenciales en la obtención de las habilidades y actitudes requeridas para la formación de los estudiantes de veterinaria en Brasil.

Evaluation of the online learning of veterinary anatomy education during the Covid-19 pandemic lockdown in Egypt: Students' perceptions.

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.

Veterinary Anatomy Education and Spatial Ability: Where Now and Where Next?

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.

Breaking barriers: The landscape of human and veterinary medical anatomy education and the potential for collaboration.

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.

3D-printed model of the ovine stomach by surface scanning: evaluation for teaching veterinary anatomy / Modelo impreso en 3D del estómago ovino mediante escaneo de superficie: evaluación para la enseñanza de anatomía veterinaria

SUMMARY: This study investigated the use of fused deposition modeling (FDM), three-dimensional (3D) printed models, of the ovine stomach to learn surface and topographical anatomy. The objectives were: i) to faithfully reproduce the external morphology, the normal volume and the correct positioning of the four compartments of the stomach ii) to facilitate students the spatial visualization of the organ with emphasis on the complex relationship stomach-greater omentum. The model was built based on surface scanning. To obtain the images the ovine stomach was scanned using a 3D surface scanner. Assessment of the model was performed through surveys to first-year veterinary students after the practical sessions in which, they studied and compared both real and 3D-printed specimens. Regarding morphology no significant differences were reported, students were equally able to identify the different structures and compartments on the 3D-printed model. Understanding of both spatial position and relationship of the stomach with neighboring anatomical structures was easier achieved with the 3D-printed model. Other advantages of the 3D-printed model were handle-resistance and ease of handling, availability and reduction of animal specimens. We propose that 3D-printed ovine stomach by surface scanning is a valuable simple model to support learning of surface and topographical anatomy.

RESUMEN: Este estudio investigó el uso de modelos de modelos tridimensionales (3D), impresos mediante deposición fundida (FDM) del estómago ovino para aprender su anatomía superficial y topográfica. Los objetivos fueron: i) reproducir la morfología externa, el volumen normal y el correcto posicionamiento de los cuatro compartimentos del estómago ii) facilitar al alumno la visualización espacial del órgano con énfasis en la compleja relación estómago- omento mayor. El modelo se construyó basándose en un escaneo de superficie. Para obtener las imágenes, se escaneó el estómago ovino utilizando un escáner de superficie 3D. La evaluación del modelo se realizó mediante encuestas a estudiantes de primer año de veterinaria después de las sesiones prácticas en las que estudiaron y compararon especímenes tanto reales como impresos en 3D. En cuanto a la morfología, no se observaron diferencias significativas, los estudiantes fueron igualmente capaces de identificar las diferentes estructuras y compartimentos en el modelo impreso en 3D. La comprensión de la posición espacial y la relación del estómago con las estructuras anatómicas vecinas se logró más fácilmente con el modelo impreso en 3D. Otras ventajas del modelo impreso en 3D fueron la resistencia y facilidad de manejo, la disponibilidad y la reducción del uso de muestras de animales. Proponemos que el estómago ovino impreso en 3D mediante escaneo de superficie es un modelo simple y valioso para apoyar el aprendizaje de la anatomía superficial y topográfica.

Online veterinary anatomy education in the era of COVID-19 pandemic: pros and cons / Educación en línea de anatomía veterinaria en la era de la pandemia de COVID-19: ventajas y desventajas

SUMMARY: Consecutive waves of the COVID-19 pandemic made teaching and learning tasks harder for veterinary anatomy faculties and students worldwide compared to the prepandemic scenario. Online teaching has been triggered across several countries as a precautionary measure against COVID-19. Educational institutions are looking towards online learning platforms to continue educating the students, as many veterinary institutes have been shut down due to COVID-19. As with most teaching methods, online learning also has its own set of positives and negatives. This letter aims to highlight the pros and cons of online veterinary anatomy education in the COVID-19 pandemic period. In conclusion, prepandemic teaching has been effective and adaptable for veterinary anatomy students for a better learning process, whereas online teaching has major cons over a few pros.

RESUMEN: Las oleadas consecutivas de la pandemia COVID-19 han dificultado las tareas de enseñanza y aprendizaje para las facultades de anatomía veterinaria y para los estudiantes de todo el mundo en comparación con el escenario prepandémico. Se ha activado en varios países la enseñanza en línea como medida de precaución durante la crisis de la COVID-19. Las instituciones educacionales están buscando plataformas de aprendizaje en línea para continuar la enseñanza de los alumnos, debido a que muchos institutos veterinarios se han cerrado. Como ocurre con la mayoría de los métodos de enseñanza, el aprendizaje en línea también tiene su propio conjunto de aspectos positivos y negativos. Este estudio tiene como objetivo resaltar las ventajas y desventajas de la educación en anatomía veterinaria en línea en el período de la pandemia de la COVID-19. En conclusión, la enseñanza prepandemia ha sido eficaz y adaptable para los estudiantes de anatomía veterinaria para lograr un proceso mejor de aprendizaje, mientras que la enseñanza en línea tiene mayores desventajas.

Consequences of the COVID-19 pandemic on veterinary anatomy education in India / Consecuencias de la pandemia de COVID-19 en la educación en anatomía veterinaria en India

SUMMARY: As the world is struggling to cope with SARS-CoV-2, the aetiological agent of COVID-19, which has led to a global pandemic defying the geographical borders and putting the lives of billions at risk (Priyanka et al., 2020), the most critical question that remains to be elucidated by the faculty of education is whether the virtual mode of teaching will continue or we will be back to the pre-COVID scenario of teaching and learning. Being an assistant professor teaching veterinary anatomy to the students enrolled in the first-year Bachelor of Veterinary Sciences and Animal Husbandry (B.V.Sc. & A.H.), I felt it essential to comment on the impact of COVID-19 pandemic on anatomical education (Franchi, 2020) in India. The present situation of virtual education may impact the future of current veterinary students as practically they can't be sound just depending on theories.

RESUMEN: Mientras el mundo lucha por hacer frente al SARS-CoV-2, el agente etiológico del COVID-19, que ha provocado una pandemia mundial que desafía las fronteras geográficas y pone en riesgo la vida de miles de millones (Priyanka et al., 2020), la pregunta más crítica que deben dilucidar los docentes de la educación, es si la modalidad virtual de enseñanza continuará o volveremos al escenario pre-COVID de enseñanza y aprendizaje. Siendo profesor asistente de anatomía veterinaria, como docente de los estudiantes matriculados en el primer año de Licenciatura en Ciencias Veterinarias y Ganadería (BVSc. & AH), sentí que era esencial comentar sobre el impacto de la pandemia de COVID-19 en la educación anatómica en India (Franchi, 2020). La situación actual de la educación virtual puede afectar el futuro de los estudiantes de veterinaria actuales, ya que prácticamente no pueden contar con conocimientos sólidos dependiendo de las teorías.

Protocolo unificado de plastinación con silicona en frío y a temperatura ambiente / Unified plastination protocol with silicone at cold and room temperature

RESUMEN: En la actualidad, la técnica de plastinación es considerada una de las más novedosas formas de conservación cuerpos completos, secciones y órganos, tanto humanos como animales, para su uso en docencia de pre y postgrado, como así también investigación morfológica. En este sentido, para desarrollar las diversas técnicas de plastinación se requiere de equipamiento específico y formación especializada de académicos, que tengan la capacidad de llevar adelante la diversidad de protocolos que existen, según el material anatómico que se desee preservar. En el año 2015, desde el Laboratorio de Plastinación y Técnicas Anatómicas de la Universidad de La Frontera, se propuso por primera una nueva técnica de plastinación a temperatura ambiente, que permitió obtener preparaciones plastinadas de igual calidad que las técnicas clásicas de plastinación. En la actualidad, desde nuestro laboratorio, se propone un nuevo protocolo de plastinación con silicona que unifica las técnicas que se desarrollan en frío como así también a temperatura ambiente para la conservación de cuerpos humanos y animales completos, secciones anatómicas, regiones corporales, y órganos aislados.

SUMMARY: At present, plastination technique is considered one of the newest forms of conservation of whole bodies, sections and organs, both human and animal, for use in undergraduate and graduate teaching, as well as morphological research. In this sense, to develop the various plastination techniques requires specific equipment and specialized training of academics, who have the ability to carry out the diversity of protocols that exist, according to the anatomical material that is to be preserved. In 2015, from the Laboratory of Plastination and Anatomical Techniques of Universidad de La Frotera, a new plastination technique was proposed for the first time at room temperature, which allowed obtaining plastinated preparations of the same quality as the classic plastination techniques. At present, from our laboratory, a new protocol for plastination with silicone is proposed that unifies the techniques that are developed in cold as well as at room temperature for the conservation of complete human and animal bodies, such as as well as anatomical sections, body regions, and isolated organs.

Three-dimensional digitalized and printed tongue models of the cow, dog, pig, and horse for undergraduate veterinary educationh / Modelos tridimensionales digitalizados e impresos de lengua de vaca, perro, cerdo y caballo para la educación veterinaria de pregrado

SUMMARY: This study aimed to construct three-dimensional (3D) anatomical models of the tongue of domestic mammals of veterinary interest. The tongues were obtained from the didactic collection of the Laboratory of Veterinary Macroscopic Anatomy in the Surgery Department of the School of Veterinary Medicine and Animal Science, University of Sao Paulo. Tongues from a cow, dog, horse, and pig were selected for scanning and creation of the 3D-printed models. The printer used a filamentous thermoplastic material, acrylonitrile-butadiene-styrene (ABS), which was deposited together with a support resin. In addition to the printing of models, an interactive 3D PDF was generated, creating a didactic collection for students. The anatomical characteristics and peculiarity of the tongues were easily identified in the scanned and printed images. The 3D scanning and printing offered an innovative method of visualizing different anatomical structures and, together with the existing methods, can optimize anatomy teaching in an educational context.

RESUMEN: Este estudio tuvo como objetivo construir modelos anatómicos tridimensionales (3D) de la lengua de mamíferos domésticos de interés veterinario. Las lenguas se obtuvieron de la colección didáctica del Laboratorio de Anatomía Macroscópica Veterinaria del Departamento de Cirugía de la Facultad de Medicina Veterinaria y Zootecnia de la Universidad de São Paulo. Se seleccionaron lenguas de vaca, perro, caballo y cerdo para escanear y crear los modelos impresos en 3D. La impresora utilizó un material termoplástico filamentoso, acrilonitrilo-butadieno-estireno (ABS), que se depositó junto con una resina de soporte. Además de la impresión de modelos, se generó un PDF 3D interactivo, creando una colección didáctica para los estudiantes. Las características anatómicas y la peculiaridad de las lenguas se identificaron fácilmente en las imágenes escaneadas e impresas. El escaneo e impresión 3D ofrecieron un método innovador para visualizar diferentes estructuras anatómicas y, junto con los métodos existentes, puede optimizar la enseñanza de la anatomía en un contexto educativo.

Drawing in Veterinary Anatomy Education: What Do Students Use It For?

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.

The Evolution of Educational Technology in Veterinary Anatomy Education.

"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.

Comparative evaluation of canine cadaver embalming methods for veterinary anatomy education.

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.