3D Printing for veterinary anatomy: An overview

Many applications for 3D printing have appeared in the field of veterinary medicine, including many opportunities to use 3D‐printed models in anatomical teaching. Here, we present background information on the basic types of 3D printers as well as the advantages and disadvantages of each type. We discuss methods for obtaining 3D models which can range from downloading of models to primary collection of data from CT and MRI data sets or even generating models using 3D modelling software. We review the various types of software needed to both process 3D data as well as software needed to prepare the 3D models for printing. The size and complexity of the desired model will dictate the type(s) of printer(s) which can be used. Cost, print resolution desired and cleanup time for prints are also key factors to consider when choosing a 3D printer. Here, we presented four specific examples of how 3D prints can be used for teaching veterinary gross anatomy. Examples using fused deposition modelling, stereolithography and colourjet printing printers are given to show the wide range of anatomical models that can be made using the various 3D printing techniques.     

Veterinary Anatomy Education in Korea

In Korea, there are 10 veterinary schools and about 500 new veterinarians are produced annually. Veterinary education is 6‐year‐system composed of pre‐veterinary (2 yrs) and veterinary course (4 yrs). Total of 28 to 33 subjects are taught in professional curriculum, including 21 of 23 subjects recommended by the World Veterinary Association (WVA) as minimum requirements for veterinary education. Only economics and botany are excluded. Currently, 6648 veterinarians are active in the profession in Korea; about 31% of these in clinical practice and 69% in non‐clinical areas. Korea has 3.5 million pets, 10.4 million livestocks, 105 million chickens, and 0.5 million other animals. In general, 630 livestock units (LU) are covered by each veterinarian. With improvement of economic status and life style change, the number and variety of species of companion animals are expanding, accordingly. Also the importance of molecular biology is recognized and included in the professional curriculum. In these changing times, it is believed that gross anatomy, histology and embryology are essential integral component of found in veterinary education. But the teaching hours of histology, embryology and gross anatomy have reduced 15% during last 5 years due to new subjects. Total teaching hours in professional curriculum is about 4100 hours (pre‐clinical 29%, paraclinical 32%, clinical course 38%). Average 200 hours are allocated for gross anatomy, histology and embryology lecture and average 250 hours for laboratory practice. The number of students per class ranges 40–80 depending on schools. The ratio of male and female students is 6–4, and the teaching faculty and students 1–22. The Korean Association of Veterinary Anatomists (KAVA) recommend one cow, five dogs, two pigs, five goats and 20 chickens per 20 students to be used for the dissection. The students are evaluated using various types of exam such as assignments, written and oral tests. Recently some schools are beginning to adopt block lectures and/or PBL.     

Client donation program for acquiring dogs and cats to teach veterinary gross anatomy

A donor program for procuring dogs and cats to meet the needs of anatomical instruction was initiated six years ago at Tufts University School of Veterinary Medicine. The program was initiated in order to comply with state regulations that preclude the use of shelter animals and to satisfy ethical objections of students and faculty. The donor program has successfully met the animal needs for teaching gross anatomy and, in addition, provides opportunities to integrate clinical perspectives and ethics beginning from the first year of veterinary education.     

Providing an intelligible explanation to pet owners by using three-dimensional CT images: Use of clinical imaging for better informed consent

The purpose of the study reported here was to discuss the level of intelligibility of three-dimensional computed tomography (3D-CT) images of clinical patients for persons who are lacking veterinary knowledge. 143 undergraduate students were participated in this study. They were entirely unfamiliar with veterinary anatomy. A survey was conducted using the visual analog scale method with a focus on the level of intelligibility of the 3D-CT images compared to that of the two-dimensional CT images or radiographs. As a result, the mean value of the intelligibility of the 3D-CT image was 88.4 ± 17.8 points out of 100 points. In clinical cases, it is very difficult for pet owners lacking veterinary knowledge to understand the clinical status of their pets even with explanations using illustrations, radiographs, and transverse CT images. It is considered that better informed consent and patient satisfaction will be obtained provided veterinarians make an effort towards intelligible patient education by using 3D-CT images.     

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.     

Anatomical Atlas of the Quail's Ear (Coturnix coturnix)

This study aims to enhance the anatomical knowledge of the ear of the adult quail (Coturnix coturnix) through the creation of a scaled 3D model utilizing data from micro‐CT images. In addition, 17 annotated histological sections of the quail's ear are aligned to their 3D position in the model. The resulting anatomical atlas provides an intuitive insight into the 3D anatomy and can be used for medical education. The model also allows measuring anatomical structures and can thus serve as reference for the quail's auricular anatomy and as a basis to evaluate clinical diagnostic imaging results.     

Pharmacists in veterinary education: bridging the gap

Veterinary patients stand to benefit greatly from the collaboration of pharmacy and veterinary medicine, and there are many ways pharmacy and veterinary medicine can work in concert. The best efforts to revise and remodel veterinary and pharmacy education to fit an evolving world of clinical practice are grounded in an understanding of each profession. Veterinary education should impart to its students and residents the skills necessary to critically evaluate drug therapy, select therapies based on facts from drug information sources, and operate a veterinary practice that abides by the legal, regulatory, and operational requirements necessary to maintain and dispense drugs. The academic training environment of each profession must include information on the other, in order to better prepare professionals for a realistic practice environment. When armed with an understanding of what pharmacists can provide their patients, veterinarians can demand these skills where appropriate. With the ultimate goal of producing an optimal learning environment, veterinary curricula should allow both pharmacy and veterinary medicine to work together to build a path to quality patient care and educational superiority.     

How Many Mandibles in a Mammal? A Note on Terminology

This paper briefly reviews the usage of the term 'mandible' in the anatomical literature on mammals, with a focus on human and veterinary anatomy. In all analysed textbooks of human anatomy and physical anthropology as well as in several veterinary anatomy textbooks, the mandible is viewed as a single (unpaired) skeletal element composed of symmetrical (left and right) halves that correspond to the ossa dentalia of comparative anatomical terminology. Other authors, however, maintain that each mammal possesses a left and a right mandible, thus equating the mammalian mandible with the os dentale. The view of the presence of two mandibles per mammal is frequently found in textbooks of comparative vertebrate anatomy. Students of anatomy and workers from neighbouring disciplines need to be aware of the inconsistent use of the term mandible to avoid misunderstandings.     

Anatomical study of the cardiac conduction system in swine hearts

The cardiac conduction system (CCS) is crucial for regulating heartbeats; therefore, clinicians and comedicals involved in cardiovascular medicine treatment must have a thorough understanding of the CCS structure and function. However, anatomical education of the CCS based on actual dissection and observation is uncommon, although such educational methodology promotes three-dimensional structural understanding of the observed object. Based on previous studies, we examined the CCS structure in the heart of a swine (pig, Sus scrofa domestica) which has been used in the biological, medical and anatomical curricula as science teaching materials, by using macroscopic dissection procedures. Most CCS structures in a young pig heart were successfully identified and illustrated on a macroscopic scale. The atrioventricular bundle (His bundle) was located on the lower edge of the membranous interventricular septum and was clearly distinguished from the general myocardial fibres by its colour and fibre arrangement direction. Following the atrioventricular bundle towards the atrium or ventricle with properly removing the endocardium and myocardium, the atrioventricular node or the right and left bundles appeared respectively. In contrast, the sinoatrial node was not identified. The anatomy of the CCS in young pig hearts was essentially similar to that previously reported in humans and several domestic animals. Our findings of the CCS in young pig hearts are expected to be useful for medical and anatomical education for medical and comedical students, young clinicians and comedical workers.     

An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students

In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices.     

Regionalisation of the muscle fascicle architecture in the equine longissimus dorsi muscle

REASON FOR PERFORMING STUDY: The longissimus dorsi is the largest muscle in the equine back and plays an important role in locomotor ability and performance in the horse. In vivo studies suggest that the mechanical function varies between different muscle segments, in part determined by anatomy. It is possible therefore that variations in function reflect variations in the anatomy of the longissimus dorsi along its length. OBJECTIVES: To identify if there are regional variations in muscle architecture of the longissimus dorsi. METHODS: Computed tomography scans were obtained from 8 cadaver backs to identify the cross-sectional area and volume of the muscle. The 3D orientations of the muscle fascicles were quantified in situ by their direction cosines using a magnetic digitisation system. RESULTS: Mean +/- s.e. volume of the muscle was 2.34 +/- 0.18 l for each side and mean length of the vertebral column from T4 to L6 dorsal spinous processes was 56.57 +/- 2.0 cm. There were significant differences in the cross-sectional area and the moment arm lengths between muscle segments (P<0.05). In the lumbar region, the mediolateral moment arms were 2-3 times greater than the dorsoventral moment arms. There were significant variations in the direction cosines (n = 7129) between muscle segments and between different regions within each segment (P<0.05). POTENTIAL RELEVANCE: These observations indicate that the muscle fascicle architecture predisposes the longissimus dorsi to different functions both along its length and between different regions within each segment. Detailed 3D anatomical measures of the structure with in vivo measures of function (back motion and muscle activity) will be investigated in further studies.     

Mainstreaming alternatives in veterinary medical education: resource development and curricular reform

Veterinary medical educators are charged with preparing students to enter practice in veterinary medicine during a four-year, intensive, professional education program. This requires giving students in laboratory training that involves dead, anesthetized, or conscious animals, so that they become proficient in the expected range of veterinary knowledge, skills, and abilities. Undeniably, experience with animals is essential to prepare students for a profession in which animals comprise the total domain. However, the consumptive use of animals for teaching students, especially in laboratories, is increasingly subject to regulatory requirements, while also being scrutinized by animal protection groups, and has become a common focus of contention among veterinary students. Not surprisingly, the use of animals in teaching has sharply declined over the past few decades, as new teaching resources and methods, involving less consumptive use of animals, have been incorporated. This change in veterinary medical education has occurred on such a wide scale, in almost all veterinary schools and colleges, that the educational approach can serve as a model for further developments within the veterinary educational community and, indeed, for animal-related material in secondary schools and undergraduate higher education. This article highlights examples of the leadership provided by veterinary educators in developing alternative teaching resources and methods, while maintaining the high level of proficiency expected from traditional educational approaches.     

Piloting interprofessional education interventions with veterinary and veterinary nursing students

Interprofessional education (IPE) has received little attention in veterinary education even though members of the veterinary and nursing professions work closely together. The present study investigates veterinary and veterinary nursing students' and practitioners' experiences with interprofessional issues and the potential benefits of IPE. Based on stakeholder consultations, two teaching interventions were modified or developed for use with veterinary and veterinary nursing students: Talking Walls, which aimed to increase individuals' understanding of each other's roles, and an Emergency-Case Role-Play Scenario, which aimed to improve teamwork. These interventions were piloted with volunteer veterinary and veterinary nursing students who were recruited through convenience sampling. A questionnaire (the Readiness for Interprofessional Learning Scale [RIPLS]) was modified for use in veterinary education and used to investigate changes in attitudes toward IPE over time (pre-intervention, immediately post-intervention, and four to five months afterward). The results showed an immediate and significant positive change in attitude after the intervention, highlighting the students' willingness to learn collaboratively, their ability to recognize the benefits of IPE, a decreased sense of professional isolation, and reduced hierarchical views. Although nearly half of the students felt concerned about learning with students from another profession before the intervention, the majority (97%) enjoyed learning together. However, the positive change in attitude was not evident four to five months after the intervention, though attitudes remained above pre-intervention levels. The results of the pilot study were encouraging and emphasize the relevance and importance of veterinary IPE as well as the need for further investigation to explore methods of sustaining a change in attitude over time.     

Ecosystem health as a clinical rotation for senior students in Canadian veterinary schools.

We describe 4 years of an experimental rotation in ecosystem health offered to senior veterinary students in Canada. Faculty from the 4 Canadian veterinary colleges collaborated in offering the rotation once annually at 1 of the colleges. The 1st rotation was held in Guelph in 1993, followed in successive years by rotations at Saskatoon, Saint-Hyacinthe, and Charlottetown. The rotation is a predominantly field-based experience that allows students to work with veterinary and other role models who are actively engaged in clinical research related to ecosystem health. Five specific field studies that worked particularly well during the rotations are presented. These studies involved investigating mortality in wildlife due to botulism, designing an environmental surveillance system around herds of beef cattle, using belugas to evaluate the health of the St. Lawrence River, dealing with competition for water use by aquaculture and agriculture, and exploring the role of veterinarians during major coastal oil spills. The experience has resulted in our developing the subject matter, field examples, teaching approach, and confidence necessary to make ecosystem health the focus of a productive clinical rotation for senior year veterinary students.     

The anatomy and physiology of the avian endocrine system.

The endocrine system of birds is comparable to that of mammals, although there are many unique aspects to consider when studying the anatomy, physiology, and biochemistry. Avian endocrinology is a field of veterinary medicine that is unfamiliar to many practitioners; however, it is important to have a comprehensive understanding when evaluating companion birds in clinical practice. This article covers the anatomy and physiology of the normal avian, and readers are referred to other articles for a more detailed explanation of altered physiology and pathology.     

Evaluation of veterinarian and veterinary student knowledge and clinical use of pulse oximetry

We hypothesized that veterinarians and veterinary students may lack key knowledge about pulse oximetry, which may result in this type of patient monitor not being used on appropriate patient populations or to its full capabilities. A questionnaire was developed to assess an individual's knowledge and understanding of pulse oximetry. Residents and specialists in anesthesiology and critical care at several academic institutions were surveyed first to assess the questionnaire for clarity and to serve as a control group. General veterinary practitioners (GPs) attending continuing education courses at the University of Georgia were surveyed over a 24-month period. Students entering their senior year anesthesiology rotation at the University of Georgia were also surveyed. Residents and specialists (69% correct responses) scored significantly higher than senior students (46%), who scored significantly higher than GPs (34%). Only 15% of GPs and 21% of senior students reported that they had received training in pulse oximetry in school. Those who had received training scored significantly higher than those who did not. Many GPs did not report using a pulse oximeter on their critical patients under anesthesia, a group that would be expected to benefit from its use. Veterinarians have a poor understanding about how pulse oximetry works, the information provided by pulse oximetry, and how to best apply it to their patients. Furthermore, the respondents did not use pulse oximeters in a manner that would derive the most information and result in the greatest benefit to the patient relative to the cost of the instrument. Didactic training in veterinary curricula and during continuing education opportunities continues to be necessary in order to produce veterinarians, who have an understanding of the technologies available that can be used to improve patient care.     

Information-seeking behaviors of first-semester veterinary students: a preliminary report

Although emphasis in veterinary education is increasingly being placed on the ability to find, use, and communicate information, studies on the information behaviors of veterinary students or professionals are few. Improved knowledge in this area will provide valuable information for course and curriculum planning and the design of information resources. This article describes a survey of the information-seeking behaviors of first-semester veterinary students at Purdue University. A survey was administered as the first phase of a progressive semester-long assignment for a first semester DVM course in systemic mammalian physiology. The survey probed for understanding of the scientific literature and its use for course assignments and continuing learning. The survey results showed that students beginning the program tended to use Google for coursework, although some also used the resources found through the Purdue libraries' Web sites. On entering veterinary school, they became aware of specific information resources in veterinary medicine. They used a small number of accepted criteria to evaluate the Web site quality. This study confirms the findings of studies of information-seeking behaviors of undergraduate students. Further studies are needed to examine whether those behaviors change as students learn about specialized veterinary resources that are designed to address clinical needs as they progress through their training.     

USE OF A NOVEL BOARD GAME IN A CLINICAL ROTATION FOR LEARNING THORACIC DIFFERENTIAL DIAGNOSES IN VETERINARY MEDICAL IMAGING

When confronted with various findings on thoracic radiographs, fourth‐year veterinary students often have difficulty generating appropriate lists of differential diagnoses. The purpose of this one‐group, pretest, posttest experimental study was to determine if a game could be used as an adjunct teaching method to improve students’ understanding of connections between imaging findings and differential diagnoses. A novel board game focusing on differential diagnoses in thoracic radiography was developed. One hundred fourth‐year veterinary students took a brief pretest, played the board game, and took a brief posttest as a part of their respective clinical radiology rotations. Pretest results were compared to posttest results using a paired t‐test to determine if playing the game impacted student understanding. Students’ mean scores on the posttest were significantly higher than mean pretest scores (P < 0.0001). Thus, results indicate that playing the board game resulted in improved short‐term understanding of thoracic differential diagnoses by fourth‐year students, and use of the board game on a clinical rotation seems to be a beneficial part of the learning process.