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At least 19 recordsLinked to original sources
PubMed1994

A veterinary anatomy tutoring system.

A veterinary anatomy tutoring system was developed by using Knowledge Pro, an object-oriented software development tool with hypermedia capabilities, and MS Access, a relational database. Communication between them is facilitated by using the Structured Query Language (SQL). The architecture of the system is based on knowledge sets, each of which covers four different descriptions of an organ, namely gross anatomy (general description), gross anatomy (comparative features), histology, and embryology, which constitute the knowledge units. These knowledge units are linked with three global variables that define the animals, the topographies, and the system to which this organ belongs, creating three data-bases. These three data-bases are interrelated through the organ field in order to establish a relational model. This system allows versatility in the student's navigation through the information space by offering different modes for information location and presentation. These include course mode, review mode, reference mode, dissection mode, and comparison mode. In addition, the system provides a self-evaluation mode.

Anatomy, Veterinary↗
PubMed1995

[Photo-CD--a new medium in veterinary anatomy].

A method of producing a Photo-CD is described, containing edited digitally stored colour slides. It is possible to present approximately 100 digitized pictures with such a CD which are shown on a colour TV screen sorted in individual or didactic programmed order. Using this method text- and visual information which is coordinated with the contents of lessons and examinations can be offered to the students. Furthermore the CD-media is well suited to transmit advanced and special information offers concerning additional as well as deepening studies.

Anatomy, Veterinary↗
PubMed2006

Deep dissection: motivating students beyond rote learning in veterinary anatomy.

The profusion of descriptive, factual information in veterinary anatomy inevitably creates pressure on students to employ surface learning approaches and "rote learning." This phenomenon may contribute to negative perceptions of the relevance of anatomy as a discipline. Thus, encouraging deep learning outcomes will not only lead to greater satisfaction for both instructors and learners but may have the added effect of raising the profile of and respect for the discipline. Consideration of the literature reveals the broad scope of interventions required to motivate students to go beyond rote learning. While many of these are common to all disciplines (e.g., promoting active learning, making higher-order goals explicit, reducing content in favor of concepts, aligning assessment with outcomes), other factors are peculiar to anatomy, such as the benefits of incorporating clinical tidbits, "living anatomy," the anatomy museum, and dissection classes into a "learning context" that fosters deep approaches. Surprisingly, the 10 interventions discussed focus more on factors contributing to student perceptions of the course than on drastic changes to the anatomy course itself. This is because many traditional anatomy practices, such as dissection and museum-based classes, are eminently compatible with active, student-centered learning strategies and the adoption of deep learning approaches by veterinary students. Thus the key to encouraging, for example, dissection for deep learning ("deep dissection") lies more in student motivation, personal engagement, curriculum structure, and "learning context" than in the nature of the learning activity itself.

Anatomy↗
PubMed2003

[Compendium of the history of veterinary anatomy of Rumania: for the 100th birthday of one of their most famous anatomists, Vasile Ghetie].

The lessons of veterinary anatomy, firstly it was called "Zootomie", began in Rumania in 1853 and took place at educational establishments for ambulances and at schools for human medicine. The first veterinary school of the country was opened at the 16th of May 1861. The academically trained anatomy began with Prof. Constantin Gavrilescu. The most famous representative of anatomy was Prof. Vasile Ghetie (1903-1990). His act of life positions him beside the great anatomists of the gone century Schmaltz, Barone and Grau.

Anatomy, Veterinary↗
PubMed2001

Student perceptions of problem topics/concepts in a traditional veterinary anatomy course.

While particular attention is paid to the nature and content of anatomy curricula, little has been published about the actual problem topics/concepts experienced by students of anatomy. This information is relevant to modifying existing courses and methods of teaching. The present study thus sought to identify, by means of a questionnaire administered to students of veterinary anatomy, perceived problem topics, the possible reasons for the problems, as well as student suggestions for solving the problems. A wide range of problem topics was identified by this survey, of which neuroanatomy, neurohistology and organogenesis recurred most frequently. A major reason given for the problems experienced was an inability to conceptualise 3-dimensional structures. Students requested more time, more lectures and appealed for a reduction in detail of textual information. Many of the problems experienced by this group of students are reflected in other studies of veterinary, medical and dental students, which suggests the existence of 'universal' problem topics in the various fields of anatomy. We believe that these universal problem topics exist in many anatomy courses, despite the application of innovative teaching methods and advanced audio-visual technologies. Only by identifying these topics can suitable strategies (within the constraints of the particular curriculum) be devised to resolve them.

Anatomy, Veterinary↗
PubMed2003

Radiology as a tool for teaching veterinary anatomy.

Instructors at the Ontario Veterinary College (OVC) have a long-standing commitment to the use of radiographic films in teaching introductory anatomy in the DVM program. The imaging component of the course has evolved from being heavily instructor-dependent, with small group teaching in each laboratory session, to being almost self-taught. The manner in which recognition of structures in radiographic images is examined has also changed. In 2001 a novel examination process was introduced. Here we report the approach to the teaching and examining of anatomy by use of radiographic images implemented for phase 1 of the new DVM curriculum at the University of Guelph.

Anatomy↗
PubMed1977

[Aims of applied veterinary anatomy. An interdisciplinary consultation].

Forty-one French veterinary educators have chosen to respond to the present questionnaire on applied anatomy. Seventeen of them are not satisfied with the knowledge of their students:--they are not always able with the time available to fill in the gaps, in their programs;--they would like an anatomy course to be less theoretic and more directly orientated toward professional applications;--they present, with their specialities in mind, the kinds of basic material and details that they would like to find acquired by the students;--with the limitations of class time, they suggest that applied anatomy be integrated into the clinical studies. Many thanks to those who responsed to the questionnaire and we hope that their ideas will be accepted by French anatomists for a better coordination of our common educational activity.

Anatomy, Veterinary↗
PubMed1999

Macroscopic cryosectioning: a simple new method for producing digital, three-dimensional databases in veterinary anatomy.

Using a new method derived from the 'visible human project' (Spitzer et al., 1996, Journal of the American Medical Informatics Association, 3, 118-130), we were able to establish a simple and low-cost tool which produces high-quality cryosections of macroscopic specimens down to 1-mm slice thickness, based on a milling process. For the first time, a macroscopic cryotome is available to veterinary anatomists, which can be used on cutting faces up to 25 cm high and 50 cm wide and with a minimal slice thickness of 1 mm without any gap. The method employs a modified wood circular saw. Recording of the cutting faces is carried out 'online' by a high-resolution digital camera. The process has been tested extensively and produces high-quality sections of very hard material (teeth) as well as of very soft tissues (brain). It is now possible in veterinary medicine to provide three-dimensional anatomical databases of high resolution and of tissue-specific colour as an additional tool for high-quality two- and three-dimensional anatomical reconstructions for use in science and education.

Anatomy↗
PubMed1988

[Ernst Friedrich Gurlt (1794-1882)].

Ernst Friedrich Gurlt (1794-1882) is the founder of the comparative veterinary anatomy on a solid scientific basis. The integration of the human being into the comparative study and the continuous linkage between human anatomy and veterinary anatomy feature him in the same time as a distinguished pioneer of the comparative anatomy. Beside this, Gurlt has merits in physiology and post mortem anatomy. This publication contains a short life story and a laudation of the work of Ernst Friedrich Gurlt, which was active at the Veterinary School at Berlin more than a half century, from 1819 to 1870.

Anatomy, Comparative↗
PubMed1984

Preparation of veterinary gross anatomy specimens: a method that allows storage at room temperature for four years.

On the basis of methods used to prepare human anatomic specimens, 2 Yucatan miniature pigs were embalmed over 4 years ago. Results obtained suggest that specimens commonly used in the teaching of veterinary gross anatomy may be fixed in this manner. Advantages include no requirement for refrigeration, superior long-term preservation, less offensive odor, and better tissue texture qualities, including less evidence of dehydration.

Anatomy, Veterinary↗