Student Perceptions of Veterinary Anatomy Practical Classes: A Longitudinal Study

Abstract

Using cadaveric material to teach veterinary students poses many challenges. However, little research exists on the contribution of this traditional approach to student learning. This longitudinal study aimed to investigate student perceptions of cadaver-based anatomy classes in a vertically integrated veterinary curriculum at the University of Nottingham's School of Veterinary Medicine and Science. Likert-scale statements and free-text boxes were used in a questionnaire distributed to second-year veterinary students (response rate 59%, 61/103). The same questionnaire was subsequently distributed to the same cohort 2 years later, in the students' fourth year of study (response rate 68%, 67/98). Students agreed that cadaver-based activities aid their learning, and they particularly value opportunities to develop practical skills while learning anatomy. There are few changes in perception as undergraduates progress to clinical years of teaching. Students perceive anatomy to be important, and feel that their learning has prepared them for clinical placements. This study emphasizes the importance of using cadaveric materials effectively in anatomy teaching and, in particular, using clinical skills training to enhance the anatomy curriculum.

Computer Assisted Learning: Assessment of the Veterinary Virtual Anatomy Education Software IVALA™

“…Unequivocally, the laboratory dissection experience is highly demanding of curricular resources as purchasing, utilizing, and disposing of cadavers requires a major time commitment as well as poses a significant financial burden [8,9]. Compounding this problem is the fact that many anatomy course resources are being reduced by budget cuts [10] and less time is being allocated to anatomy teaching [7,11].…”

Assessing the Impact of Clinically Themed Dissection-based Projects on Anatomy Knowledge in the Veterinary Pre-clinical Curriculum

“…With the removal/restriction of a dissection-based approach to teaching structural biology at the secondary school level, students entering the veterinary medicine programme may find it challenging to grasp anatomical knowledge from day one of their curriculum. [1][2][3] Knowledge of anatomy is essential for understanding the relevance and application of the other pre/para clinical and clinical subjects taught in the veterinary curriculum. 1,2,[4][5][6][7][8] The knowledge of anatomy is classically gained by performing cadaveric dissections in the early years of the veterinary curriculum.…”

“…[1][2][3] Knowledge of anatomy is essential for understanding the relevance and application of the other pre/para clinical and clinical subjects taught in the veterinary curriculum. 1,2,[4][5][6][7][8] The knowledge of anatomy is classically gained by performing cadaveric dissections in the early years of the veterinary curriculum. 6,[9][10][11][12][13] However in recent years due to ethical, financial, time and infrastructure issues, the value of cadaveric dissections in anatomy teaching is increasingly questioned.…”

“…[10][11][12][14][15][16][17] Despite the evidence that a cadaveric dissection-based approach offers superior understanding of clinically-relevant anatomy and surgical techniques, the depth and duration of teaching anatomical content is in decline. 2,4,14,18,19 This trend is of immense concern as it is likely to increase the gap between anatomical dissection skills required during the initial years of veterinary curriculum and the surgical skills required in an operating room in the clinical years. 1,2,4 Such gaps between the preclinical and clinical years may be unnecessary barriers in facilitating vertical integration in the veterinary curriculum.…”

“…2,4,14,18,19 This trend is of immense concern as it is likely to increase the gap between anatomical dissection skills required during the initial years of veterinary curriculum and the surgical skills required in an operating room in the clinical years. 1,2,4 Such gaps between the preclinical and clinical years may be unnecessary barriers in facilitating vertical integration in the veterinary curriculum. Furthermore, the impact of this concern is evident in students in our school and in other schools of Veterinary Medicine who frequently in their clinical years choose to volunteer as demonstrators in dissection classes to refresh anatomy knowledge relevant for clinical skills.…”