Using Plastinated Specimens in Teaching Veterinary Anatomy

Aim:  The aims of this study were immunhistochemical (IHC) and ultrastruktural characterization of cells involved in vaccine granuloma formation in Atlantic salmon.
Methods:  Fish suffering from severe reaction 6 to 9 months after vaccination were selected. We investigated granuloma from peritoneum, at the injection site. Morphological staining techniques, IHC to visualise MHC+ cells and ultrastructural analysis were performed.
Results:  Microbial investigations revealed no infective agents. Histological and ultrastructural studies revealed Russel bodies, macrophages, multinucleated giant cells, melanomacrophages (MMP), mast cells (MC) and Splendore–Hoepply material in the lesions.
Conclusion:  Signet ring cells identified after vaccination have been hitherto described as svollen mast cells. This study shows that these cells fit the Russel body characteristic, consistent with humoral stimulation following vaccination and foreign material precipitate, Splendore-Hoepply material. MHC+ cells were located circumferal to granuloma centers. MMP were present containing melanosomes in different developmental stages.     

Active Participation Instead of Passive Behaviour Opens Up New Vistas in Education of Veterinary Anatomy and Histology

Teaching morphology, a fundamental part of medicine curricula is traditionally based on lectures and practical trainings. We introduced peer-assisted learning (PAL) and student expert teams to the courses to give the students the possibility to improve their free speech and self-confidence. We involved students in active preparation of online materials such as labelled e-slides and e-pics . We offered online digital microscopy (Zoomify^TM) and dissection (CyberPrep) allowing repeating the learned material and studying veterinary morphology outside the dissection theatre. Over 60% of first and third semester students profited from being a peer or being taught by a peer and 50% said the expert teams were an excellent method to learn the topographic anatomy. Almost all students applied Zoomify^TM and CyberPrep and 75% of them found the digital microscopy and dissection to be a helpful or very helpful learning tool. In face of reduced contact hours, these forms of education compensated in part the lost teaching time. We observed improvement of rhetoric and presentation skills and self-confidence. The approaches should therefore find their constant place in the veterinary medicine curricula.     

OIE推行的兽医教育理念及有关行动

OIE应用PVS对95个成员单位的兽医教育进行了评估,发现许多成员单位的兽医机构能力不足,不能满足全球动物疫病监测和防控的需求,OIE认为加强兽医教育是提高成员兽医机构能力最直接、最有效的方法。为此,在2009年到2013年间,OIE召开了5次兽医教育专业组会议、3届世界兽医教育大会,发布了《为保证成员兽医机构质量,提高兽医毕业生入职能力的建议》、《OIE兽医教育核心课程指南》、《兽医教育结对项目指南》和《兽医立法机构结对项目指南》。OIE建议并鼓励各成员单位通过各种途径实施上述建议和指南,提升并统一全球兽医教育水平,提高兽医机构能力。本文对以上情况进行了概述。