PubMed · 5149313
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O N Moiseev. 1971. [Experience in preparing anatomical specimens].. https://pubmed.ncbi.nlm.nih.gov/5149313/
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To document normal lymph nodes on computed tomographic images, 102 scans were reviewed of dogs that had computed tomography (CT) of the head and upper cervical region. If lymph nodes were identified, symmetry, density, homogeneity, and size, as well as the relation to the surrounding fat tissue were noted. CT images with distinct asymmetric, enlarged, and obliterated lymph nodes were excluded. To improve the detailed anatomical topography, corresponding E12 plastinated-embedded sections of a dog were used. Compared with muscle tissue, normal lymph nodes were slightly hypodense and had a homogeneous parenchyma. Mandibular and retropharyngeal lymphocentres could be seen consistently and CT proved to be a useful method both to detect their presence and to assess their morphology. It was not possible to identify the parotid lymph node consistently because of the lack of tissue contrast at the lymph node-gland interface.
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Senior veterinary students in the Iowa State University College of Veterinary Medicine (ISU CVM) participate in clinical rotations, among them a two-week necropsy rotation. The students have access to the rotation syllabus on the ISU CVM intranet site. To promote rapid comprehension of necropsy protocol, students completed a pre-exam on the syllabus. This exercise evolved from a paper quiz to an online pre-exam, using course management software to improve use of class time, increase feedback, and shift the focus to acquisition of knowledge. The students were encouraged to work collaboratively on the pre-exam and could make repeated attempts. We predicted that professional students would make multiple attempts at the pre-exam until the desired score was attained. This exercise achieves multiple goals. First, the exam encourages early review of necropsy protocol. Second, use of WebCT allows for instant, automatic, and consistent feedback from the instructor, reducing redundancy while improving the quality of communication between student and instructor and thus using faculty time more efficiently. The instructor can quickly identify and rectify common misunderstandings through this interface. Third, by allowing discussion and repeated attempts, we can ensure that there is less pressure associated with the exam. Statistical analysis of the students' performance supports the prediction that students would repeat the exam until the desired score was achieved. Subjectively, as a result of implementation of an online pre-exam, the instructor has observed students to be more engaged with the material at an earlier point in the rotation.