Implementing a multi-colour genetic marker analysis technique for embryology education

Embryology belongs to the basic sciences and is usually an integral part of the anatomy. The subject is traditionally taught by visual inspection of embryonic tissue slides stained with Haematoxylin and Eosin (H&E) to expose the dynamics of tissue histology as development proceeds. While combining in situ hybridization for gene expression analysis and immunostaining for protein expression analysis is an established technique for embryology research, the implementation of this tool in embryology teaching has not been described. The present study was conducted to assess the use of an online multi-colour gene expression analysis technique, alongside histological sections and diagrams, to improve students' understanding of embryology. The participants of this study were bachelor's students of Veterinary Medicine at the University of Khartoum. The method was also evaluated by distributing questionnaire items to Veterinary students via Google forms; subsequently, their responses were analysed qualitatively. The majority of students stated that the new technique was beneficial for their learning of embryology. The multi-colour images proved a more effective means for learning embryology than the traditional H&E image. Results from the students strengthen the belief in applying the multi-colour technique for better embryology course learning.     

Introduction and evaluation of virtual microscopy in teaching veterinary cytopathology

Virtual microscopy (VM) uses a computer to view digitized slides and is comparable to using a microscope to view glass slides. This technology has been assessed in human medical education for teaching histology and histopathology, but, to the authors' knowledge, no one has evaluated its use in teaching cytopathology in veterinary medical education. We hypothesize that students will respond positively to the use of VM for viewing cytopathology preparations and that the technology can be successfully used for student assessment. To test this hypothesis, we surveyed students regarding their level of satisfaction with features of the VM system, their preference for use of VM in the curriculum, and the potential influence virtual slides may have on student study habits; student performance on a traditional cytopathology practical examination and a similar exam using VM was evaluated. Our results show that student perception of the VM system is generally very positive, with some concerns about resolution and the need for continued exposure to traditional microscopy. Within the curriculum, students indicated a preference for the option of using virtual slides for studying and take-home exercises. Overwhelmingly, students wanted either hybrid laboratory sessions or sessions using glass slides with virtual slides available for study and review. Students identified many VM test-taking features as advantageous compared with traditional glass-slide practical exams as traditionally administered. However, students indicated a strong preference for continued use of traditional microscopy for graded practical exams. Students may be more likely to study slides in preparation for practical examinations if virtual slides are available. Results also indicate that VM can be used successfully for assessment purposes, but students should receive training in using virtual slides if the technology will be used for assessment.     

Rethinking the learning and evaluation environment of a veterinary course in gross anatomy: the implementation of an assessment and development center and an E-learning platform

Today's students belong to an interactive generation and receive information through multiple channels. In addition, veterinary medicine curricula are changing due to trends such as student-centered education and competence-based learning. In consequence, we were stimulated to rethink the way in which veterinary gross anatomy was taught and assessed. As a first step, the learning goals for the students participating in the veterinary gross anatomy course were clearly defined. Students had to acquire knowledge of and insight into the structure, the function, and the interrelationships of gross anatomical structures in various species. They also had to be competent in observing, palpating, and exposing the anatomical structures. Additionally, they had to attain some general skills and attitudes. Next, a learning environment was developed enabling students to accomplish these goals. The three main components of this new environment were, first, the reorientation of classic cadaveric dissections towards attaching an increased importance to the attainment of course-specific and general skills and attitudes; second, the incorporation of an e-learning platform; and third, an increase in the number of student-lecturer interactions during lecture hours. Finally, the assessment and examination were adjusted to complement the goals defined earlier and the redesigned learning environment. An assessment and development center (ADC) was introduced, where students demonstrated their skills and insights by completing job-relevant assignments within a set time limit. This ADC was used as a means of evaluating students as well as of giving them feedback. Students were enthusiastic about this way of teaching although they experienced it as difficult.     

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.     

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.     

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.     

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.     

How useful is plastination in learning anatomy?

In recent years plastination has begun to revolutionize the way in which human and veterinary gross anatomy can be presented to students. The study reported here assessed the efficacy of plastinated organs as teaching resources in an innovative anatomy teaching/learning system. The main objective was to evaluate whether the use of plastinated organs improves the quality of teaching and learning of anatomy. For this purpose, we used an interdepartmental approach involving the departments of Veterinary Anatomy, Human Anatomy, Veterinary Surgery, and Education Development and Research Methods. The knowledge base of control and experimental student groups was examined before and after use of the fixed or plastinated resources, respectively, to gather information evaluating the effectiveness of these teaching resources. Significant differences (p < 0.001) between control and experimental groups of Human and Veterinary Anatomy were observed in the post-test results. The Veterinary Surgery students had the most positive opinion of the use of plastinated specimens. Using these data, we were able to quantitatively characterize the use of plastinated specimens as anatomy teaching resources. This analysis showed that all the plastinated resources available were heavily used and deemed useful by students. Although the properties of plastinated specimens accommodate student needs at various levels, traditional material should be used in conjunction with plastinated resources.     

Evaluation of diagnostic procedures for detection of mycoplasmal pneumonia of swine.

The complement-fixation test (CFT), a latex-agglutination test (LAT), and Mycoplasma hyopneumoniae isolation procedures were compared with gross and microscopic lung evaluations for the routine diagnosis of mycoplasmal pneumonia (MP) of swine. The difficulty and variability of M hyopneumoniae isolation rendered this technique unacceptable. In market-weight swine, the finding of typical gross lesions was correlated with CFT results (P less than 0.005). The MP status of a herd could not be determined by use of these techniques in 4- to 9-week-old pigs. No technique could be used alone to establish a diagnosis. Gross and microscopic examination of all slaughter specimens, CFT, and clinical evaluation of the herd, used in combination, were the most useful means of determining the MP status of the herd.     

Tropical fish medicine. Necropsy examination of fish

Necropsy examination of moribund or dead specimens is an essential step in diagnosing fish diseases. This article discusses basic anatomy and necropsy procedures. A large part of the article has been devoted to methods of procuring samples for laboratory analysis and histologic examination. To determine which findings are responsible for the mortalities, the entire case history and gross necropsy findings must be reviewed. Careful observations made during the necropsy examination provide valuable information immediately, as well as later on in the interpretation of laboratory data.     

COMPUTED TOMOGRAPHIC ANATOMY OF THE DISTAL EXTREMITY OF THE HORSE

X-ray computed tomography (CT) is an imaging tool that is becoming increasingly available for use in veterinary medicine. Advantages, including depiction of detailed cross-sectional anatomy, improved contrast resolution, and computer reformatting, make it a potentially valuable diagnostic technique. Veterinary application of CT has been primarily limited to use in small animals. Current reports describe the technique for use in the horse, but there are no published studies correlating serial CT images with equine cross-sectional anatomy. A study of the distal extremity of the horse was undertaken to facilitate interpretation of images produced using CT. Transverse CT images of the distal forelimb of equine cadavers were evaluated relative to gross anatomic dissection. Resolution of bone architecture in transverse plane images was satisfactory, but soft-tissue' resolution, although satisfactory for visualization of major structures, was relatively poor, probably due to lack of interposed fat and insufficient differences in physical density and atomic number. Thus it appears in the equine distal limb that CT may be most useful for evaluation of complex bone abnormalities.     

PBL模式《小动物透明标本制作与技术改良》建设与教学探索

《小动物透明标本制作与技术改良》课程引入国际流行的PBL(Problem based learning)教学模式,通过教师引导,学生自主学习、讨论制定实验方案,主动动手操作,并总结汇报实验成果的教学流程,探讨小动物透明标本的制作方法及技术改良手段,以及创新性实验课程的开设模式.教学实践表明:基于PBL的实验教学模式不仅...     

Surgical education: attitudes toward animal use in teaching surgery at Louisiana State University

Concerns over the use of animals in teaching have lead to a reduction in the number of live animal laboratories. A survey of 275 students and faculty was conducted to characterize their attitude toward the use of animals in teaching surgery. Respondents favored live animal use. They believed that model laboratories were helpful in learning aseptic technique and suturing skills but less helpful in learning tissue handling, dissection, hemostasis, or anesthesia.     

Common rodent procedures.

Rodents are commonly owned exotic animal pets that may be seen by veterinary practitioners. Although most owners presenting their animals do care about their pets, they may not be aware of the diagnostic possibilities and challenges that can be offered by rodents to the veterinarian. Understanding clinical anatomy, proper hand-ling technique, realistic management of emergency presentations,correct and feasible diagnostic sampling, anesthesia, and humane euthanasia procedures is important to enhancing the doctor-client-patient relationship, especially when financial constraints may be imposed by the owner.     

A new system to reduce formaldehyde levels improves safety conditions during gross veterinary anatomy learning

Dissection is a very useful method of learning veterinary anatomy. However, formaldehyde, which is widely used to preserve cadavers, is an irritant, and it has recently been classified as a carcinogen. In 1997, the Instituto Nacional de Seguridad e Higiene en el Trabajo [National Institute of Workplace Security and Hygiene] found that the levels of formaldehyde in our dissection room were above the threshold limit values. Unfortunately, no optimal substitute for formaldehyde is currently available. Therefore, we designed a new ventilation system that combines slow propulsion of fresh air from above the dissection table and rapid aspiration of polluted air from the perimeter. Formaldehyde measurements performed in 2004, after the introduction of this new system into our dissection laboratory, showed a dramatic reduction (about tenfold, or 0.03 ppm). A suitable propelling/aspirating air system successfully reduces the concentration of formaldehyde in the dissection room, significantly improving safety conditions for students, instructors, and technical staff during gross anatomy learning.     

Enhanced gross visualization of chicken Peyer's patch: novel staining technique applied to fresh tissue specimens

The ileal Peyer's patches (Pp), secondary gut-associated lymphoid tissue of the mucosal immune system, may serve as an important site for monitoring inflammatory and immunologic responses of the host against enteric pathogens. Chicken Pp are often difficult to observe grossly, and a simple technique to enhance visualization of the Pp is lacking. Therefore, we designed a novel staining method that is quick, easy, and accurate to aid in gross identification and recovery of the chicken Pp from fresh tissue specimens. Lower alimentary tracts were harvested from White Leghorn hens and commercial broilers. The ileocecocolic region was excised intact, flushed with deionized water to remove ingesta, and a dilute eosin-Y solution was infused. After 1 min, the eosin-Y was gently extruded. Modified-crystal violet (mCV) was then injected into the gastrointestinal segment, where on the lymphoid tissue area became apparent at the serosal surface. The distal ileal Pp was visible as a pale whitish pink ovoid-focalized area with surrounding gut tissue stained light purple. The exact Pp site could be delineated at the serosal and mucosal surface by gross assessment. Light microscopy evaluation of hematoxylin and eosin-stained tissue slides prepared from the excised Pp site revealed lymphoid tissue aggregations with multiple follicular units indicative of Pp. The novel eosin-Y + mCV staining technique promotes rapid identification and accurate recovery of chicken Pp lymphoid tissue from fresh tissue specimens.     

Application of a PCR assay to enhance the detection and identification of Tritrichomonas foetus in cultured preputial samples.

The traditional diagnostic test for Tritrichomonas foetus involves collection of preputial or vaginal samples followed by culture in a growth media and microscopic examination. Recently, polymerase chain reaction (PCR) techniques have been described for use as a diagnostic assay. The objective of this study was to evaluate a previously described PCR assay for detecting T. foetus in cultured preputial material. The detection limits of the assay for T. foetus organisms in a growth medium, in samples prepared from washing microscope slides, and in preputial material cultured in a growth medium were determined. Preputial samples were collected from 13 bulls uninfected with T. foetus. The PCR assay was able to detect 5 T. foetus organisms in the growth medium and the cultured preputial material. Amplification products were obtained from samples prepared from washes of microscope slides containing as few as 3 visualized organisms. The PCR assay was able to detect organisms in culture at a lower concentration than was possible by direct microscopic examination. This low detection limit may allow the PCR assay to be used to enhance the sensitivity of the current diagnostic test. In addition, the assay could be used to confirm the identification of T. foetus organisms observed by direct microscopic examination when other confirmation techniques, such as staining and phase microscopy, are not practical.     

Non-linear, visual-rich supplemental material designed for an introductory course in veterinary anesthesia

A possible reason for superficial learning in an introductory anesthesia course was considered to be a lack of visual reinforcement at the time of examination preparation. Students had limited access to live animal laboratories and clinical cases during the course, reducing their ability to depend on experiential learning. In an attempt to improve student learning, simple presentation software was used to develop a supplemental CD. The design involved multiple PowerPoint presentations that incorporated text, pictures, videos, and self-assessments. Non-linear exploration of the topics covered was made possible by extensive use of hyperlinks within and between presentations, moving the student to definitions, background material, videos, advanced details, and previously covered information. Comments received from students on a prototype were positive overall, and improvements were made related to their feedback. Other supplemental materials and lecture presentations can easily incorporate the techniques described here.