SIALOGRAPHY IN CATTLE: TECHNIQUE AND NORMAL APPEARANCE

Sialography of the bovine mandibular and parotid salivary glands was performed by injecting iodinated, water soluble contrast medium into the respective ducts. The anatomy of the above mentioned salivary glands was studied on cadaver heads. The mandibular duct enters the oral cavity on the ventral surface of the sublingual caruncles, which are located medial to the orifice of the ventral sublingual gland duct. The parotid gland duct enters the oral cavity on the cheek opposite the upper 2nd molar (Sth cheek tooth). Prior to applying sialography to live animals, the technique of catheterization, injection and radiography had to be developed, which was carried out on cadaver heads. Subsequently the technique was applied to 5 live animals. The animals were sedated, the mandibular and parotid ducts catheterized, and contrast medium was injected into each gland. Latero-lateral radiographs were made immediately after the injection. The normal bovine mandibular and parotid glands, as depicted on sialograms, have a multilobutated appearance in cadaver heads, but in the live animal only the ducts and their smaller branches could be identified. The parotid duct leaves the deep surface of the rostral end of the gland and courses along the border of the masseter muscle before it enters the mouth. The mean diameter of the duct was 4.2 ± 0.3 mm. The mandibular duct is composed of a rostral and a caudal branch. The caudal branch describes a semi circular turn prior to joining the rostral branch. The mean diameter of the main duct was 2.8 ± 0.4 mm.     

Evaluation of a dental model for training veterinary students

Periodontal disease has deleterious effects on an animal's health and potentially serious implications for its welfare. Consequently, veterinarians frequently perform routine periodontal treatment in small-animal practice. One would therefore assume that small-animal dentistry would constitute a core component of a veterinary curriculum. However, most practitioners received little or no formal training in dentistry during their veterinary degrees, and the amount of instruction students currently receive is variable, often with limited opportunities to practice. At the Royal Veterinary College, a prototype dental model was developed to address the lack of practical training; it was made using ceramic tiles, silicone sealant, and grout to emulate teeth, gingiva, and calculus, respectively. A study was conducted with third-year veterinary students to compare the outcomes of learning to perform a professional dental cleaning using a model (group A) or a video (group B). Performance was assessed using an objective structured clinical examination. Students in group A scored significantly better than those in group B (p<.001). All students also completed a questionnaire evaluating attitudes toward the use of a dental model in learning dentistry-related skills. All students identified a model as a potentially valuable learning tool to supplement existing teaching methods and facilitate the acquisition of small-animal dentistry skills. The dental model has the potential to equip students with useful, practical skills in a safe and risk-free environment.     

Evaluation of traditional instruction versus a self-learning computer module in teaching veterinary students how to pass a nasogastric tube in the horse

OBJECTIVE: To evaluate the effectiveness of a self-learning computer module (SLCM) versus traditional instruction in teaching how to pass a nasogastric tube (NG) in the horse. DESIGN: A double-blind, monocentric study. SAMPLE POPULATION: 52 third-year students in the DVM program were randomly assigned to two groups: traditional instruction (N = 25) or SLCM instruction (N = 27). PROCEDURE: Traditional instruction consisted of an instructor and live demonstration; SCLM students were given a CD-ROM each. Both sessions lasted one hour. The students were then united in one session to practice passing the NG tube. Their performance was videotaped and evaluated by two evaluators. Students were then given a multiple-choice knowledge quiz. One week later, a second demonstration of the same procedure by the two methods was administered, and students were allowed to choose either method of instruction. A Likert-scale questionnaire about their comfort, their confidence, and the appropriateness of the teaching method was given after the second demonstration. Data were analyzed by non-parametric tests. A focus-group study was conducted to determine students' perception of each teaching method. Nine participants in the experiment volunteered for these focus-group sessions. The sessions were audiotaped and transcribed. RESULTS: Students in the SLCM group performed significantly better on the test of knowledge than traditionally instructed students. The questionnaire found significant perceived benefits to computer-based instruction, including a preference for the computer-based module, better learning, and greater preparedness. In hands-on skill, time to pass the NG tube on the successful attempt was significantly shorter in the SLCM group than in the traditionally instructed group. The data from focus-group sessions suggest that while participants expressed satisfaction with both modes of instruction, the SLCM group reported somewhat higher levels of confidence in their skills prior to performing the procedure. Whereas the traditional group reported a strong preference for continued live demonstrations of the procedure, the SLCM group stated that the computer-assisted module alone provided them with effective instruction. CONCLUSION: Computer-assisted learning is an acceptable and effective method of training students to pass an NG tube with potential welfare, proficiency, and knowledge advantages.     

Radiographic anatomy of the thoraco-abdominal cavity of the ostrich (Struthio camelus)

This study provides a reference for the radiographic anatomy of the thoraco-abdominal cavity of female ostriches as a representative of ratites. One ostrich cadaver, 2 adult and 2 growing ostriches were used. Right lateral radiographs produced by a 6-frame technique and 2 dorsoventral radiographs produced by an adapted 3-frame technique were selected and schematic illustrations of these were labelled to illustrate normal radiographic anatomy. Differences from other avian species and unique features of the ostrich are briefly discussed.     

Magnetic resonance imaging and cross-sectional anatomy of the normal bovine tarsus

The aim of the study was to describe the anatomy of the bovine tarsus using magnetic resonance imaging in a low-field scanner. T1-weighted transverse and sagittal images of five isolated hindlimbs were evaluated using a 0.5 Tesla magnet and a knee coil. The MR images were compared to corresponding frozen sections of cadaver limbs. Anatomical structures were labelled at each level. The resulting images provided excellent detail of the bovine tarsus. This study should serve as a basic reference for orthopaedic problems related to the tarsus in cattle.     

Comparison of the 5.8S rRNA gene and internal transcribed spacer regions of trichomonadid protozoa recovered from the bovine preputial cavity.

Sequence analysis of the 5.8S rRNA gene and the internal transcribed spacer regions (ITSRs) was used to compare trichomonadid protozoa (n = 39) of varying morphologies isolated from the bovine preputial cavity. A multiple sequence alignment was performed with bovine isolate sequences and other trichomonadid protozoa sequences available in GenBank. As a group, Tritrichomonasfoetus isolates (n = 7) had nearly complete homology. A similarity matrix showed low homology between the T. foetus isolates and other trichomonads recovered from cattle (<70%). Two clusters of trichomonads other than T. foetus were identified. Eighteen isolates comprised 1 group. These isolates shared >99% homology among themselves and with Pentatrichomonas hominis. The other non-T. foetus cluster (n = 14) did not exhibit a high degree of homology (<87%) with other bovine isolates or any of the trichomonad sequences available in GenBank. The sequence homology among isolates in that cluster was >99%, except for 1 isolate that varied from the others in both ITSRs (approximately 2% dissimilarity). Sequence analysis of the 5.8S rRNA gene and ITSRs was useful for comparing trichomonadid protozoa isolated from the bovine preputial cavity and demonstrated that 2 distinct types of trichomonads constituted the non-T. foetus isolates recovered from the bovine preputial cavity.     

Sialography of sheep parotid and mandibular salivary glands

The anatomy of ovine salivary glands was studied on cadaver heads. The mandibular duct enters the oral cavity on the ventral surface of sublingual caruncles, which are located medial to the orifice of the ventral sublingual gland duct. The parotid gland duct enters the oral cavity on the cheek opposite the upper 2nd molar. Prior to applying sialography to live animals, the procedure was carried out on cadaver heads then the live animals were sedated, the mandibular and parotid ducts catheterized and contrast medium was injected into each gland. Lateral radiographs were made immediately after the injection. The normal sheep mandibular and parotid salivary glands have a multilobular appearance in cadaver heads, but in live animal only the ducts and their smaller branches could be identified. The mean diameter of mandibular and parotid duct were 1.4+/-0.3 mm and 3. 1+/-1.0 mm respectively. The monostomatic sublingular gland had a slender shape in the sialogram. In conclusion sialography of mandibular, parotid and sublingual salivary glands in sheep is practical and can be helpful in diagnosis of pathological conditions of these glands.     

An epidemiological study of natural in utero infection with bovine leukemia virus.

The purpose of this study was to examine rates of natural in utero infection with bovine leukemia virus for association with breed, sex, dam age, dam parity and time of maternal seroconversion. Analyses conducted for breed and sex, dam age and parity and time of maternal seroconversion were the FUNCAT procedure for categorical data, Wilcoxon Rank Sums test and Fisher's exact test, respectively. A total of 223 calves born between July 1979, and September 1980, to cows infected with bovine leukemia virus in the University of Florida Dairy Research Unit herd were tested for detectable bovine leukemia virus antibodies prior to the consumption of colostrum. Sera were tested for antibodies by agar-gel immunodiffusion and radioimmunoprecipitation using the glycoprotein-51 antigen. In a group of 125 calves in which in utero infection could be confirmed through serological follow-up (group A), eight calves (6.4%) had precolostral bovine leukemia virus antibodies. For all 223 calves (group B), 18 (8.1%) had detectable bovine leukemia virus antibodies. For calves in group A, no associations were detected between precolostral bovine leukemia virus antibodies and breed (p = 0.66), dam age (p = 0.86), dam parity (p = 0.83), or time of maternal seroconversion to bovine leukemia virus (p = 0.50). However, precolostral bovine leukemia virus antibodies were found in 17.4% of the males and 3.6% of the females in group A (p = 0.11) and in 12.4% of the males and 3.6% of the females in group B (p = 0.04).     

A novel method for preparing histology slides to integrate the teaching of gross and microscopic anatomy

The authors have previously reported the development of a novel technique for sampling and preparing tissue slides for routine microscopic examination, without the use of a microtome. Termed "RAMP" (Rapid Adhesive Mediated Procedure), this simple, albeit somewhat crude, technique holds promise as a method that can be used in the field by veterinary practitioners for rapid microscopic evaluations to obtain early preliminary estimates of the nature of a mass or lesion. We incorporated the use of this method into a gross anatomy course in an attempt to gauge its utility for novices in tissue sampling and histology slide preparation. By having each group of students take a tissue sample from their cadaver, the activity simulated an actual necropsy situation in which practitioners in the field might use the technique. Because students were able to follow their specimen from sampling to microscopic examination, the activity provided a valuable integration of their learning of gross and microscopic anatomy. We conducted an evaluation of the process and the resulting slides with two successive classes of students. We conclude that the RAMP method is reasonably successful in the hands of individuals not trained in tissue preparation; was well received by the students as a valuable learning tool; and could potentially yield useful histological information for practicing veterinarians. Limitations of the method are also discussed.     

Local anesthetic techniques for diagnosis of lameness

Successful diagnostic local anesthesia is dependent upon a thorough knowledge of appendicular anatomy, application of correct technique, and accurate interpretation. Use of cadaver specimens to review anatomy and practice needle placement is strongly recommended. A marker solution, such as new methylene blue, can be injected into cadaver limbs, which can be subsequently dissected to verify accuracy. Detailed interpretation of local anesthetic blocks in the lame horse reaches beyond the scope of this article. Interpretive difficulties, however, can be responsible for the failure of a block to provide useful information to the examiner, even though the block may have been performed in a technically correct manner.     

Facilitating appreciation of anatomical variation and development of teamwork skills in the gross anatomy laboratory using a cadaver reassignment system

Developing a mental map of the body in three dimensions incorporating normal anatomical variations is a challenge for students of gross anatomy. Acquisition of this ability is facilitated by frequently reassigning students to work on different specimens in gross anatomy laboratories, a significant departure from traditional teaching strategies. This article analyzes student and faculty experiences with a reassignment system over a six-year period, including effects on early professional development and students' attitudes toward the cadavers. Students were strongly supportive of the method, noting that specimen reassignments facilitated learning, encouraged dissection skill building, and fostered collaborative interactions. Students' perception of the value of the contribution of each cadaver to their education was preserved and, for many, enhanced. Frequent specimen reassignments offer an opportunity to model public accountability for work and some aspects of the relationships between multiple health care teams caring for a patient.     

Peritoneal Lavage and Drainage with Fenestrated Balloon Catheters in Standing Horses: A Comparative Study

This experimental study compares the efficiency of two fenestrated balloon catheters in allowing drainage of fluid during abdominal lavage in 12 healthy horses. Catheter A (with multiple side holes) or catheter B (with a single side hole) was placed in the ventral abdominal wall. Lactated Ringer's solution was instilled through a catheter in each paralumbar fossa of the standing horse. Drainage was performed through two catheters A in group 1, one catheter A in group 2, and one catheter B in group 3. Drainage was not significantly faster when using two, as compared with one, catheters A (P = 1). Amount of fluids recovered was greater using catheter A compared with catheter B (P = .004). Abdominal fluid analysis on day 30 was significantly higher (P = .008) for total protein in individuals with catheter B compared with catheter A. Use of one multiple fenestrated balloon catheter may be justified in clinical cases that need abdominal lavage and drainage.     

Efficacy of tiamulin against experimentally induced Streptococcus suis type-2 infection in swine

Eighteen 4-week-old pigs were used in a study to evaluate tiamulin in drinking water for control of experimentally induced Streptococcus suis type-2 infection. Pigs in groups A and B (n = 6 pigs/group) were aerosolized with a logarithmic-growth phase culture of S suis type 2, whereas pigs in group C (n = 6 pigs) served as noninfected and nonmedicated controls. After exposure to S suis, pigs in group B were given 180 mg of tiamulin/L of drinking water for 5 days. Pigs in group B consumed more feed (P = 0.009) and gained body weight faster (P = 0.02) than did pigs in group A. Pigs in group A had higher rectal temperature (P = 0.05) for up to 7 days after S suis exposure, higher clinical sign scores (P = 0.008), higher serum cortisol concentration on days 7 and 14, higher gross lesion scores (P = 0.03), and higher microscopic lesion scores (P = 0.01) than did pigs in groups B and C. Gross and microscopic lesions in pigs of groups A and B included meningitis, pneumonia, pleuritis, pericarditis, peritonitis, and synovitis of variable severity. Streptococcus suis type 2 was recovered from tissue specimens of 2 group-A pigs and 1 group-B pig. Data indicated that tiamulin administered via drinking water significantly reduced the effects of S suis type-2 infection.     

Evaluation of cognitive loads imposed by traditional paper-based and innovative computer-based instructional strategies

Strategies of presenting instructional information affect the type of cognitive load imposed on the learner's working memory. Effective instruction reduces extraneous (ineffective) cognitive load and promotes germane (effective) cognitive load. Eighty first-year students from two veterinary schools completed a two-section questionnaire that evaluated their perspectives on the educational value of a computer-based instructional program. They compared the difference between cognitive loads imposed by paper-based and computer-based instructional strategies used to teach the anatomy of the canine skeleton. Section I included 17 closed-ended items, rated on a five-point Likert scale, that assessed the use of graphics, content, and the learning process. Section II included a nine-point mental effort rating scale to measure the level of difficulty of instruction; students were asked to indicate the amount of mental effort invested in the learning task using both paper-based and computer-based presentation formats. The closed-ended data were expressed as means and standard deviations. A paired t test with an alpha level of 0.05 was used to determine the overall mean difference between the two presentation formats. Students positively evaluated their experience with the computer-based instructional program with a mean score of 4.69 (SD=0.53) for use of graphics, 4.70 (SD=0.56) for instructional content, and 4.45 (SD=0.67) for the learning process. The mean difference of mental effort (1.50) between the two presentation formats was significant, t=8.26, p≤.0001, df=76, for two-tailed distribution. Consistent with cognitive load theory, innovative computer-based instructional strategies decrease extraneous cognitive load compared with traditional paper-based instructional strategies.     

Evaluation of an Autotutorial-Simulator Program for Instruction of Hollow Organ Closure

Forty students were randomly assigned into two study groups (traditional, T; and simulator, S) of 20 students each for a core operative practice laboratory. Students were randomly paired and their group assignment and identity remained anonymous to the evaluators throughout the study. Questionnaires were distributed to students to evaluate prior surgical experience and obtain learning resource use information. Before the evaluation sessions, both groups were given identical learning resource opportunities except students in Group S received hollow organ simulators and practice materials for gastrotomy closure. All students were forewarned that surgical instruction would not be available during the evaluation sessions. In the first live animal evaluation session, all student pairs were videotaped after which stomachs were harvested for gross evaluation of the surgical site. Group T performed an additional gastrotomy for video and gross evaluation 2 weeks later. Questionnaire, and gross and video evaluation results were compared statistically between groups and sessions. The hollow organ model did not suitably simulate live stomach tissue; the material was more fragile and stiff and suture cut-out was a problem even with appropriate suture tension and technique. The model was effective for teaching needle placement, instrument usage, creating proper tissue inversion, and methods to minimize instrument handling of tissue during gastrotomy closure. Prior practice with models did not boost student confidence during their live gastrotomy session. The autotutorials (ATs) were well received by students but did not sufficiently address how to manage mucosal eversion, suture tension, and bleeding encountered during live gastrotomy. AT viewing lime positively correlated with mean total video score for Group T during both sessions. None of the students had prior experience performing hollow organ closure and no significant difference in experience level was evident between groups. Mean closure time was not significantly different between groups for session one (Group T, mean, 31.5 minutes, range, 18.4 to 53.4; Group S, mean, 28.2 minutes, range, 16.8 to 36), but was significantly reduced for session two (Group T, mean, 21.3 minutes, range, 13.9 to 31). This AT/simulator program does not significantly influence students' overall gastrotomy closure technique; gross and video evaluation scores were not significantly different between groups. Without instructor supervision, an additional gastrotomy experience did not improve surgical technique appreciably for Group T; however, these students performed the second procedure with more confidence and speed. Instruction during simulator or live animal practice appears to be necessary to assure adequate skill mastery and to reduce perpetuation of mistakes.     

少数民族学生汉语水平对专业课成绩的影响

为了调查MHK成绩的高低，是否会影响动物医学专业少数民族学生的专业课成绩，以2015级97名参加过MHK考试的少数民族学生为研究对象，收集他们的MHK成绩和兽医产科学成绩，用GraphPadPrism6进行制图和统计。最终97名学生中MHK考试获得四级甲等的学生占20％，四级乙等占25％，三级甲等占32％，三级乙等占20％，不入级的学生占3％；获得四级甲等的学生兽医产科学平均分为83．47，四级乙等为79．08，三级甲等为74．48，三级乙等为70．94，不入级的学生为56．66。统计结果表明，不同等级的学生兽医产科学成绩存在显著差异，MHK等级越高，兽医产科学平均分越高，两者具有相关性。说明少数民族学生的汉语水平越好，专业课成绩也越高，因此要加强少数民族学生汉语的学习。     

EVALUATION OF THE EQUINE DIGITAL FLEXOR TENDON SHEATH USING DIAGNOSTIC ULTRASOUND AND CONTRAST RADIOGRAPHY

This study was designed to evaluate the normal anatomy of the digital flexor tendon sheath using contrast radiography and diagnostic ultrasound. Iodinated contrast medium was injected into eight cadaver limbs and the limbs immediately frozen. Lateromedial and dorsopalmar/plantar radiographs were made. These limps were then cut transversely and proximal to distal radiographs of each slab were made. This cross sectional contrast methodology allowed the visualization of the relative size and shape of the superficial and deep digital flexor tendons as well as the potential space taken by effusions of the digital flexor tendon sheath.
The second part of the study used twelve live animals with normal digital flexor tendon sheaths. Ultrasonographic measurement of the structures of the digital flexor tendon sheath at each level were compiled. This documented the ability of diagnostic ultrasound to image: 1) the superficial and deep digital flexor tendons, 2) the proximal and distal ring of the manica flexoria , 3) the straight and oblique sesamoidean ligaments, and 4) the mesotendinous attachments to the superficial and deep flexor tendons. Iodinated contrast medium was then injected into the digital flexor tendon sheath and the ultrasonography repeated. These images were compared with those obtained from contrast radiography and prosections of twenty normal limbs. The iodinated contrast medium enhanced sonographic imaging of the structures of the digital tendon sheath, particularly the abaxial borders of the superficial digital flexor tendon branches and the mesotendinous attachments to the superficial and deep digital flexor tendons.     

The influence of stomach volume on the liver topography in cats

The aim of this study has been to describe the effect of varying degrees of fullness of the stomach on liver topography in cats by means of the sectional anatomy of the abdominal cavity. Twenty-four adult healthy cats of both sexes and of different ages were used. The cats were divided into two groups. The first group had empty stomachs and the second group had filled stomachs. Eight cats were dissected. The remaining cats were frozen at - 20 degrees C, eight of these were then sectioned paramedially and the other eight were sectioned transversely. In the dissection and sections, it was observed that the liver shifted considerably to the right and craniodorsally in cats with full stomachs. In this article, the topographical anatomy of the liver according to varying stomach volumes is described in a manner that is useful to veterinary surgeons and clinicians. The sectional findings obtained from the paramedial and transverse sections provide information for computed tomography and magnetic resonance imaging.     

Integrating a bovine rectal palpation simulator into an undergraduate veterinary curriculum

There are problems associated with teaching bovine rectal palpation to undergraduate veterinary students. The students need opportunities to examine enough cows to develop the required skills, but increasing student numbers and limitations on access to cows have made this more and more difficult to achieve. A virtual reality-based teaching tool, the Bovine Rectal Palpation Simulator, has been developed as a supplement to existing training methods. The student palpates computer generated virtual models of the bovine reproductive tract while interacting with a haptic (touch feedback) device. During training sessions, the instructor follows the student's actions inside the virtual cow on the computer screen and gives instruction. A trial integration of the simulator into the fourth-year bovine reproduction course was undertaken at the University of Glasgow Veterinary School during the 2003/2004 academic year. Students were offered two training sessions, and feedback was gathered using questionnaires. In the first session, all students were taught a range of basic skills using a standardized teaching protocol. The second training session was customized to each student's learning needs and included practice in dealing with a range of on-farm scenarios. Student feedback indicated that the training had been useful for learning various aspects of bovine rectal palpation and provided information that helped in the further development of the simulator as a teaching tool.