Anatomical knowledge in veterinary medical students in Chile (original) (raw)
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Journal of Veterinary Anatomy, 2021
Anatomists, clinicians and public health experts agree that knowledge of anatomy is vital to safe and efficient clinical practice, and of relevance to meat inspection. With little known about the impact of teaching anatomy to veterinary students; we conducted a pilot study to determine the performance and preference of veterinary students about learning anatomy and their predictors. We administered structured questionnaire to 39 paraclinical and 87 clinical students of the Faculty of Veterinary Medicine, University of Ibadan, Nigeria. Descriptive statistics and test of significance between categorical variables was done using Fisher's exact test at 5% significant level. The study revealed that most students (73.0%) passed all anatomy courses at first sitting and that 87.3% preferred Veterinary Gross-Anatomy to either Micro-anatomy or Embryology. The use of combinations of lecture notes, textbooks and audiovisuals was highly significant (OR = 20.2; 95% CI 2.4-967.1) to passing anatomy at first sitting. In the logistic regression, variables such as students' impression about learning anatomy (OR = 5.3; 95% CI 1.4-19.5); impression about the pattern of teaching Microanatomy (OR = 0.1; 95% CI 0.02-0.4) and adequacy of continuous assessment (OR = 4.8; 95% CI 1.4-16.6) remained predictors of students' preference for Gross-Anatomy. The use of adequate lecture notes, relevant textbooks and use of audiovisuals in the course delivery is advocated for optimal performance. The learning of anatomy should be driven by an intrinsic interest, allowing students to use learning strategies that are more engaging and cognitive in nature.
Journal of Educational Sciences and Psychology, 2024
The paper presents in a concise form, the results and the conclusions of the COLLES survey administered to students of the 2nd year (Romanian and English taught programs) of the Veterinary Medicine from Cluj-Napoca, during the Anatomy course. The interpretation of the specific COLLES scales (combined preferred and actual) form points to some interesting aspects linked either to some of the interpersonal relations and expectations of the students or to some systemic issues related to the specificity of the didactical process in the Faculty of Veterinary Medicine Cluj-Napoca, Romania. These conclusions may serve as a good start for a more ample survey of several subjects within the Moodle platform, targeting some clinical-related topics to build a more complete image of the student's needs and specificities.
ENVIRONMENTAL SMOKE
Este artigo trata da anatomia macroscópica veterinária como ferramenta educacional no ensino fundamental e médio no Brasil e a forma como é ensinada nas escolas públicas brasileiras. O objetivo principal é conhecer o desenvolvimento do ensino macroscópico na educação básica, a fim de demonstrar a relevância de se conhecer a anatomia dos animais na prática. Sabe-se que o ensino de anatomia humana e animal está vinculado ao ensino das ciências biológicas, porém, percebemos que o ensino / aprendizagem desses alunos tem sido insuficiente, pois apresentam aulas práticas associadas ao desinteresse de. anatomia macroscópica, havendo também uma certa indiferença por parte dos professores e da própria instituição em fornecer recursos que levem os professores a trazer o conhecimento da teoria para a prática. Este estudo é evidenciado pelo caráter qualitativo, retirando do objetivo da pesquisa a resposta à questão problematizadora acima.
Student Perceptions of Veterinary Anatomy Practical Classes: A Longitudinal Study
Journal of Veterinary Medical Education, 2018
Using cadaveric material to teach veterinary students poses many challenges. However, little research exists on the contribution of this traditional approach to student learning. This longitudinal study aimed to investigate student perceptions of cadaver-based anatomy classes in a vertically integrated veterinary curriculum at the University of Nottingham's School of Veterinary Medicine and Science. Likert-scale statements and free-text boxes were used in a questionnaire distributed to second-year veterinary students (response rate 59%, 61/103). The same questionnaire was subsequently distributed to the same cohort 2 years later, in the students' fourth year of study (response rate 68%, 67/98). Students agreed that cadaver-based activities aid their learning, and they particularly value opportunities to develop practical skills while learning anatomy. There are few changes in perception as undergraduates progress to clinical years of teaching. Students perceive anatomy to be...
An anatomy precourse enhances student learning in veterinary anatomy
Anatomical Sciences Education, 2015
Veterinary anatomy is often a source of trepidation for many students. Currently professional veterinary programs, similar to medical curricula, within the United States have no admission requirements for anatomy as a prerequisite course. The purpose of the current study was to evaluate the impact of a week-long precourse in veterinary anatomy on both objective student performance and subjective student perceptions of the precourse educational methods. Incoming first year veterinary students in the Louisiana State University School of Veterinary Medicine professional curriculum were asked to participate in a free precourse before the start of the semester, covering the musculoskeletal structures of the canine thoracic limb. Students learned the material either via dissection only, instructor-led demonstrations only, or a combination of both techniques. Outcome measures included student performance on examinations throughout the first anatomy course of the professional curriculum as compared with those who did not participate in the precourse. This study found that those who participated in the precourse did significantly better on examinations within the professional anatomy course compared with those who did not participate. Notably, this significant improvement was also identified on the examination where both groups were exposed to the material for the first time together, indicating that exposure to a small portion of veterinary anatomy can impact learning of anatomical structures beyond the immediate scope of the material previously learned. Subjective data evaluation indicated that the precourse was well received and students preferred guided learning via demonstrations in addition to dissection as opposed to either method alone. Anat Sci Educ 00: 000-000.
Improving practical instruction in veterinary gross anatomy with multimedia based preparation
2000
This paper describes and discusses work towards the improvement of the teaching and learning of the regional anatomy of the dog in veterinary science classes. The study of this topic in many veterinary schools entails repeated use of preserved dog cadavers. While the use of preserved specimens is a conventional and widely adopted approach in the study of anatomy in many veterinary schools, it is a practice that has several inherent problems. These problems are related to the repeated use and storage of preserved tissue, and the artificial appearance and texture of such specimens. The work reported here sought to address these concerns with an approach to the teaching and learning of this topic with multimedia-based preparation materials and the use of non-preserved specimens for dissection. An evaluation of this effort was conducted with the help of a print-based questionnaire. Students reported that the use of fresh tissues encouraged them to learn anatomical details, and that the multimedia-based preparation materials were helpful in getting a clearer idea of what was to follow in the dissection sessions and in the surgical processes.
Veterinary Anatomy During the COVID-19 Pandemic in Brazil: Research Focused on Pedagogical Practice
International Journal of Morphology, 2022
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.
Student perceptions of problem topics / concepts in a traditional veterinary anatomy course
Journal of the South African Veterinary Association, 2001
While particular attention is paid to the nature and content of anatomy curricula, little has been published about the actual problem topics/concepts experienced by students of anatomy. This information is relevant to modifying existing courses and methods of teaching. The present study thus sought to identify, by means of a questionnaire administered to students of veterinary anatomy, perceived problem topics, the possible reasons for the problems, as well as student suggestions for solving the problems. A wide range of problem topics was identified by this survey, of which neuroanatomy, neurohistology and organogenesis recurred most frequently. A major reason given for the problems experienced was an inability to conceptualise 3-dimensional structures. Students requested more time, more lectures and appealed for a reduction in detail of textual information. Many of the problems experienced by this group of students are reflected in other studies of veterinary, medical and dental students, which suggests the existence of 'universal' problem topics in the various fields of anatomy. We believe that these universal problem topics exist in many anatomy courses, despite the application of innovative teaching methods and advanced audiovisual technologies. Only by identifying these topics can suitable strategies (within the constraints of the particular curriculum) be devised to resolve them.