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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.

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Shi drum specimens were maintained under four different photoperiod regimes: a natural photoperiod regime (16L:8D), constant light (24L), equal durations of light and dark (12L:12D) and a reduced number of daylight hours (6L:18D) from hatching until the end of larval metamorphosis. Specimens were then kept under natural photoperiod conditions until 111 days post-hatching. Muscle and body parameters were studied. During the vitelline phase, there was little muscle growth and no photoperiod effects were reported; however, a monolayer of red muscle and immature white muscle fibres were observed in the myotome. At hatching, external cells (presumptive myogenic cells) were already present on the surface of the red muscle. At the mouth opening, some presumptive myogenic cells appeared between the red and white muscles. At 20 days, new germinal areas were observed in the apical extremes of the myotome. At this stage, the 16L:8D group (followed by the 24L group) had the longest body length, the largest cross-sectional area of white muscle and the largest white muscle fibres. Conversely, white muscle hyperplasia was most pronounced in the 24L group. Metamorphosis was complete at 33 days in the 24L and 12L:12D groups. At this moment, both groups showed numerous myogenic precursors on the surface of the myotome as well as among the adult muscle fibres (mosaic hyperplastic growth). The 16L:8D group completed metamorphosis at 50 days, showing a similar degree of structural maturity in the myotome to that described in the 24L and 12L:12D groups at 33 days. When comparing muscle growth at the end of the larval period, hypertrophy was highest in the 16L:8D group, whereas hyperplasia was higher in the 24L and 16L:8D groups. At 111 days, all groups showed the adult muscle pattern typical of teleosts; however, the cross-sectional area of white muscle, white muscle fibre hyperplasia, body length and body weight were highest in the 24L group, followed by the 12L:12D group; white muscle hypertrophy was similar in all groups. Larval survival was higher under natural photoperiod conditions compared to all the other light regimes.

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