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A Novel Canine Otoscopy Teaching Model for Veterinary Students
Abstract
Otoscopic evaluation using an otoscope is an important tool among the diagnostic modalities for otitis externa and is considered a core component of a canine patient’s complete physical examination. Traditionally, otoscopic training in veterinary school involves using live dogs (i.e., laboratory dogs or dogs that are patients of the veterinary teaching hospital). While this approach has its advantages, performing otoscopic examination on live dogs presents several challenges: it requires adequate patient restraint, can cause stress to the dog, and can potentially cause trauma and/or injury to the dog’s ear canal when performed by an inexperienced individual. Using an alternative teaching tool for otoscopic evaluation could overcome these challenges and improve veterinary students’ learning experience. In this study, we investigated student perceptions of a novel canine teaching model for otoscopic evaluation in first-year veterinary students. The Elnady preservation technique was employed to create a realistic, durable, and flexible model for otoscopic training in a dermatology laboratory session in a first-year veterinary course. Student feedback was assessed on a Likert scale, and overall feedback indicated that students felt that the model was beneficial for skill building and removed many of the stressors incurred with using live animals when training in clinical skills. Most students stated that they would like to have additional similar models incorporated into training and would recommend these models to other students.
... Some of the specimens have been in use for seven years and are still in usable condition. Others have used the Elnady preservation technique to produce samples for teaching upper respiratory edoscopy in horses (Elnady, 2015), neuroanatomy (Elandy, 2019), and otoscopic evaluation in dogs (Tham et al., 2023) to veterinary students. The Elnady preservation technique has also been used to document and preserve rare cases such as conjoined buffalo calves (Tolba et al., 2020). ...
The use of tissue specimens for undergraduate instruction is a very valuable tool. However, fresh tissue specimens are not always available and many common preservation techniques can result in discoloration, offensive odors, and/or dangerous chemical residues. The Elnady Technique was developed as a means to produce tissue specimens that “are realistic, durable, have no offensive odor, and are dry, soft and flexible” (Elnady, F.A. 2016 The Elnady Technique: An innovative, new method for tissue preservation. Altex. 33:237-242. doi:10.14573/altex.1511091). Briefly for soft tissue, specimens were preserved by fixing in formalin. The tissue specimen was then dehydrated with a series of acetone baths. Once the tissue was fully dehydrated, the specimen was impregnated in glycerin. Excess glycerin was then removed by draining followed by immersion in cornstarch. Cornstarch residue was removed with a soft brush, and the specimen was stored in a plastic bag. Multiple specimens (including female reproductive tract of the cat, goat, horse, and sow; digestive tract of cat, chicken, and dog; one day old lamb stomach; goat rumen, reticulum, omasum, and abomasum; and sheep heart and kidney) have been preserved and used in various animal science course laboratories (126 laboratory sections and 1696 students at Berry College). Some of the specimens have been in use for seven years and are still in usable condition. Anonymously surveyed Berry College Animal Science Faculty strongly agreed or agreed Elnady preserved tissues are a useful teaching aid (n = 5). The Elnady Technique has proven to be a useful means of preserving tissue samples used in undergraduate animal science courses.
Background
Although dogs are a commonly owned companion animal in the UK, the species experiences many health problems that are predictable from demographic information. This study aimed to use anonymised veterinary clinical data from the VetCompass™ Programme to report the frequency of common disorders of dogs under primary veterinary care in the UK during 2016 and to explore effects associated with age, sex and neuter status.
Results
From an available population of 905,543 dogs under veterinary care at 886 veterinary clinics during 2016, the current study included a random sample of 22,333 (2.47 %) dogs from 784 clinics. Prevalence for each disorder was calculated at the most refined level of diagnostic certainty (precise-level precision) and after grouping to a more general level of diagnostic precision (grouped-level precision). The most prevalent precise-level precision disorders recorded were periodontal disease (prevalence 12.52 %, 95 % CI: 12.09–12.97), otitis externa (7.30 %, 95 % CI: 6.97–7.65) and obesity (7.07 %, 95 % CI: 6.74–7.42). The most prevalent grouped-level disorders were dental disorder (14.10 %, 95 % CI: 13.64–14.56), skin disorder (12.58 %, 95 % CI: 12.15–13.02) and enteropathy (10.43 %, 95 % CI: 10.04–10.84). Associations were identified for many common disorders with age, sex and neuter.
Conclusions
The overall findings can assist veterinarians and owners to prioritise preventive care and to understand demographic risk factors in order to facilitate earlier diagnosis of common disorders in dogs. The information on associations with age, sex and neuter status provides additional contextual background to the complexity of disorder occurrence and supports targeted health controls for demographic subsets of dogs.
Simple Summary
Despite the fact that there are currently many humane teaching methods available, harmful animal use in education and training remains widespread among life and health sciences disciplines. The use of humane teaching methods instead is based not only on legal, ethical, and economic factors, but also on evidence that these training techniques are just as efficient or even better in improving knowledge, understanding, and clinical or surgical skills proficiency among students. However, studies systematically comparing the learning outcomes of both harmful animal use and humane teaching methods are more than a decade old, and the evidence needs to be updated. Here, we assess and summarize the currently available studies through the process of a systematic review. We found 50 relevant studies and established that in 90% of studies humane teaching methods were as or more effective than harmful animal use in achieving desired learning outcomes. These results are clear—there is no valid educational reason for continued harmful animal use in education and training.
Abstract
Humane alternatives to harmful educational animal use include ethically-sourced cadavers, models, mannequins, mechanical simulators, videos, computer and virtual reality simulations, and supervised clinical and surgical experiences. In many life and health sciences courses, however, traditional animal use persists, often due to uncertainty about the educational efficacy of humane alternatives. The most recent comprehensive reviews assessing learning outcomes of humane teaching methods, in comparison to harmful animal use, were published more than 10 years ago. Therefore, we aimed to collate and analyse the combined evidence from recent and older studies about the efficacy of humane teaching methods. Using specific search terms, we systematically searched the Web of Science, SCOPUS, and EMBASE databases for relevant educational studies. We extracted information on publication years, the country in which the study was conducted, field, humane teaching methods, form of learning outcome assessment, and the learning outcome of the humane teaching methods, in comparison with harmful animal use. We found 50 relevant studies published from 1968–2020, primarily stemming from the USA, UK, and Canada. Humane teaching methods produced learning outcomes superior (30%), equivalent (60%), or inferior (10%) to those produced by traditional harmful animal use. In conclusion, a wide-spread implementation of humane teaching methods would not only preserve learning outcomes, but may in fact be beneficial for animals, students, educators, and institutions.
Veterinary dental cleaning prevents and treats periodontal disease, one of the most common diagnoses in small animal practice. Students learn to perform dental cleaning through deliberate practice, which can be gained through working on models. This study compared educational outcomes after students (n = 36) were randomized to practice on one of three dental cleaning models: a low-fidelity ceramic tile, a mid-fidelity three-dimensional (3D) printed canine skull model, or a high-fidelity canine head model. Students provided survey feedback about their model and later performed a dental cleaning on a canine cadaver while being video-recorded. Experts (n = 10) provided feedback on each model. Experts agreed that all models were suitable for teaching dental cleaning, but the 3D skull and full head models were more suitable for assessing student skill (p = .002). Students were also more positive about the realism and features of those two models compared to the tile model. Students practicing on each of the models were equally effective at removing calculus from the cadavers' teeth. Students who learned on the tile model were a median of 4 minutes slower to remove calculus from their cadaver's teeth than students who trained on the canine head model. Although students may be more accepting of the 3D skull and full head models, all three models were equally effective at teaching the skill. Experts approved all models for teaching, but recommended the 3D skull or full head model if student skills were to be assessed. Low-fidelity models remain effective training tools with comparable learning outcomes.
Background: Modern surgery demands high-quality and reproducibility. Due to new working directives, resident duty hours have been restricted and evidence exists that pure on-the-job training provides insufficient exposure. We hypothesize that supplemental simulations in animal models provide a realistic training to augment clinical experiences. This study reviews surgical training models, their costs and survey results illustrating academic acceptance.
Methods: Animal models were identified by literature research. Costs were analyzed from multiple German and Austrian training programs. A survey on their acceptance was conducted among faculty and medical students.
Results: 915 articles were analyzed, thereof 91 studies described in-vivo animal training models, predominantly for laparoscopy (30%) and microsurgery (24%). Cost-analysis revealed single-training costs between 307€ and 5,861€ depending on model and discipline. Survey results illustrated that 69% of the participants had no experience, but 66% would attend training under experienced supervision. Perceived public acceptance was rated intermediate by medical staff and students (4.26; 1–low, 10 high).
Conclusion: Training in animals is well-established and was rated worth attending in a majority of a representative cohort to acquire key surgical skills, in light of reduced clinical exposure. Animal models may therefore supplement the training of tomorrow's surgeons to overcome limited hands-on experience until virtual simulations can provide such educational tools.
Objective: Current study aimed for documenting a rare case in buffalo calves in Egypt about embryogenesis anomalies followed by dystocia.
Material and methods: The stillborn calf was preserved using Elnady technique. The twin was radio-graphed in ventrodorsal position and several digital images were taken due to large size of the twin and were stitched together using Adobe Photoshop. The preserved twin specimen was kept in a wooden glass cabinet at the Anatomy Museum, Faculty of Veterinary Medicine, Cairo University with a booklet described the case and a video CD for dystocia operation steps in cows and buffalos.
Results: The external features of the twin were classified as dicephalus, tetrabrachius, Parapagus, and bipus. Radiographic study showed that the twin had two vertebral columns that converged at the lumbosacral region to come adjacent to each other with absence of sacrum and coccygeal vertebrae. The trunk cavities showed two sets of heart and lung, two stomachs; left one in the abdominal cavity and the right one in thoracic cavity. The two duodenum fused together to form one set of intestine terminated in persistent cloaca with the two ureters originated from the single set of two kidneys. It had one fused liver received the two umbilical veins and had two gall bladders.
Conclusion: The present study recommended the preservation of rare specimens using Elnady technique for long term to facilitate students interaction with one of the rarest cases in buffalo that causes dystocia. [J Adv Vet Anim Res 2020; 7(1.000): 56-61]
Background:
The YouTube channel "TiHoVideos" was created by the University of Veterinary Medicine Hannover, Foundation (TiHo) to enable easy, public access to the university's instructional videos as an additional support for learning clinical skills. Video production is expensive and time-consuming. To be able to optimize video production and aligning content to student needs we wanted to know if and how our students use these videos.
Results:
Results show that the participating students primarily prepared for learning stations in the Clinical Skills Lab (CSL) by watching TiHoVideos at home on tablets or laptops and then concentrated at the CSL on learning the practical skills hands on. The videos available on TiHoVideos are rated as being a "very helpful" educational tool when preparing for CSL learning stations.
Conclusions:
Instructional videos represent an unquestionably suitable medium to aid veterinary students learn practical skills and a contribution to animal welfare by reducing the use of live animals in undergraduate veterinary education. The university's production of educational video material proves to be worth the effort because the videos are being used, appreciated and well-rated by TiHo students for their learning experience.
Background
Performing microsurgery requires a breadth and depth of experience that has arguably been reduced as result of diminishing operating exposure. Fresh frozen cadavers provide similar tissue handling to real-time operating; however, the bloodless condition restricts the realism of the simulation. We describe a model to enhance flap surgery simulation, in conjunction with qualitative assessment.
Methods
The fresh frozen cadaveric limbs used in this study were acquired by the University. A perfused fresh cadaveric model was created using a gelatin and dye mixture in a specific injection protocol in order to increase the visibility and realism of perforating vessels, as well as major vessels. A questionnaire was distributed amongst 50 trainees in order to assess benefit of the model. Specifically, confidence, operative skills, and transferable procedural-based learning were assessed.
Results
Training with this cadaveric model resulted in a statistically significant improvement in self-reported confidence (p < 0.005) and prepared trainees for unsupervised bench work (p < 0.005). Respondents felt that the injected model allowed easier identification of vessels and ultimately increased the similarity to real-time operating. Our analysis showed it cost £10.78 and took 30 min.
Conclusions
Perfusion of cadaveric limbs is both cost- and time-effective, with significant improvement in training potential. The model is easily reproducible and could be a valuable resource in surgical training for several disciplines.
Level of Evidence: Not ratable.
Developing competence in clinical skills is important if graduates are to provide entry-level care but it is dependent on having had sufficient hands-on practice. Clinical skills laboratories provide opportunities for students to learn on simulators and models in a safe environment and to supplement training with animals. Interest in facilities for developing veterinary clinical skills has increased in recent years as many veterinary colleges face challenges in training their students with traditional methods alone. For the present study, we designed a survey to gather information from established veterinary clinical skills laboratories with the aim of assisting others considering opening or expanding their own facility. Data were collated from 16 veterinary colleges in North America and Europe about the uses of their laboratory, the building and associated facilities, and the staffing, budgets, equipment, and supporting learning resources. The findings indicated that having a dedicated veterinary clinical skills laboratory is a relatively new initiative and that colleges have adopted a range of approaches to implementing and running the laboratory, teaching, and assessments. Major strengths were the motivation and positive characteristics of the staff involved, providing open access and supporting self-directed learning. However, respondents widely recognized the increasing demands placed on the facility to provide more space, equipment, and staff. There is no doubt that veterinary clinical skills laboratories are on the increase and provide opportunities to enhance student learning, complement traditional training, and benefit animal welfare.
Introduction:
A teaching model was sought to improve canine otoscopy skill and reduce use of teaching dogs.
Methods:
An otoscopy teaching model was printed in a flexible medium on a desktop three-dimensional printer from a magnetic resonance image of a canine external ear canal. The model was mounted in a polyvinyl dog mannequin. Validation of the teaching model was sought from student, faculty, and dog perspective. Student perception of prelaboratory training was assessed using a survey regarding their experience. Otoscopy skill was assessed by faculty grading the ear anatomy visualized as well as the time required to prepare for and perform otoscopy and the time to the dog's first sign of aversion. The time data were used to assess whether there was a reduction in use of teaching dogs. Data from students exposed to the otoscopy model as part of their prelaboratory training (n = 20) were compared with those that were not exposed to the model (n = 19).
Results:
The students found prelaboratory training with the model significantly more helpful than prelaboratory training without the model in all aspects of otoscopy (P < 0.05). Use of the model did not alter otoscopy skill (structures seen or time taken) or decrease dog use.
Conclusions:
The students found the model helpful, but the best that can be said is the model did not negatively impact their otoscopy skill acquisition. Although the outcome of the study did not indicate a reduction in teaching dog use, the model has replaced live dog otoscopy in the institute's teaching program for initial canine otoscopy exposure.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal.
At the Faculty of Veterinary Medicine, Cairo University, there is an increasing number of students but a limited availability of animal cadavers used for dissection, and student exposure to formalin is a known hazard. In order to address these challenges, a new method for tissue preservation was developed, the "Elnady Technique." This method is a modified form of plastination, where the chemicals used are not patented, are inexpensive and locally available, and the process is performed at room temperature. The produced specimens are realistic, durable, have no offensive odor, and are dry, soft and flexible. They can be used to replace the use of animals killed for teaching basic anatomy, embryology, pathology, parasitology and forensic medicine. They have great potential to support training in clinical skills and surgery, including for clinical examination, endoscopy, surgical sutures, and obstetrics simulation.
Adult dogs, especially elderly ones, are commonly affected by prostate diseases. Performing rectal palpation during physical examination in dogs is important in small animal clinical diagnosis. Prostate palpation training allows students to learn how to correctly introduce the finger into the rectum and identify the location, size, symmetry, and consistency of the prostate. Alternative methods are needed to teach this technique without using live dogs. Thus, our aim was to develop a canine prostate palpation simulator to provide students with the opportunity to learn the prostate palpation technique in dogs, and to assess their opinion of this simulator as a teaching tool. The inner part of the canine mannequin contains a rotation system with three types of prostates that can be exchanged during the exam. Of the 64 participating students, 81% had never used alternative methods and 92.2% had never performed any prostatic palpation. According to the students' opinions, performing a clinical examination on a simulator allowed them to be prepared and familiarized with the palpation technique. They felt satisfied learning a practical method in a harmless way. Both 3Rs and dog welfare principles were present in most of the students' concerns. We conclude that the simulator can help students to develop clinical skills for prostate palpation in dogs.
Practical and ethical considerations have led to an increased use of artificial substitutes for live animals in veterinary surgical skills training. However, commercially produced models are expensive and homemade models often require full-time staff to produce enough models for training large groups of students. In the Department of Veterinary Clinical and Animal Sciences of the University of Copenhagen, a low-cost build-it-yourself model, the SimSpay, was developed for novice training of surgical skills in canine ovariohysterectomy. The model did not require the use of trained technical staff or costly, hard-to-source supplies. The SimSpay was developed and implemented in the clinical veterinary curriculum in 2013. In 2014, 54 students participated in a questionnaire study to investigate their perception of the usefulness of the SimSpay as a learning tool. On a 5-point Likert-type scale, students were asked to rate their perceived levels of competence, confidence, and anatomic knowledge before and after SimSpay training. Results demonstrate a strongly significant (p<.0001) increase in all three areas after training on the SimSpay. By increasing students' perceived levels of competence, confidence, and anatomic knowledge, the low-fidelity SimSpay is a useful, low-cost learning tool for teaching ovariohysterectomy.
A validated teaching model for canine fundoscopic examination was developed to improve Day One fundoscopy skills while at the same time reducing use of teaching dogs. This novel eye model was created from a hollow plastic ball with a cutout for the pupil, a suspended 20-diopter lens, and paint and paper simulation of relevant eye structures. This eye model was mounted on a wooden stand with canine head landmarks useful in performing fundoscopy. Veterinary educators performed fundoscopy using this model and completed a survey to establish face and content validity. Subsequently, veterinary students were randomly assigned to pre-laboratory training with or without the use of this teaching model. After completion of an ophthalmology laboratory on teaching dogs, student outcome was assessed by measuring students' ability to see a symbol inserted on the simulated retina in the model. Students also completed a survey regarding their experience with the model and the laboratory. Overall, veterinary educators agreed that this eye model was well constructed and useful in teaching good fundoscopic technique. Student performance of fundoscopy was not negatively impacted by the use of the model. This novel canine model shows promise as a teaching and assessment tool for fundoscopy.
Students of veterinary medicine should achieve basic professional competences required to practise their profession. A main focus of veterinary education is on developing clinical skills.
The present study used the guidelines of the “Day-One Skills” list of European Association of Establishments for Veterinary Education (EAEVE) to create an online questionnaire for assessing the skills acquired by students at the University of Veterinary Medicine Hannover (TiHo). The theoretical and practical veterinary knowledge levels of the students and postgraduates are determined and compared.
In two batches, 607 people responded (response batch 1, 23.78%; response batch 2, 23.83%). From 49 defined skills, 28 are actually practised during training at the university and 21 activities are known only theoretically. Furthermore, the students showed great willingness to use simulators and models in a clinical skills lab.
The results of this survey highlight that the opening of a clinical skills lab at the University of Veterinary Medicine Hannover and its incorporation into the study programme are ideal tools to promote practical competences and foster the motivation to learn.
In this study, a newly-developed model for training veterinary students to inject the jugular vein in horses was evaluated as an additional tool to supplement the current method of teaching. The model was first validated by 19 experienced equine veterinarians, who judged the model to be a realistic and valuable tool for learning the technique. Subsequently, it was assessed using 24 students who were divided randomly into two groups. The injection technique was taught conventionally in a classroom lecture and a live demonstration to both groups, but only group 1 received additional training on the new model. All participants filled out self-assessment questionnaires before and after group 1 received training on the model. Finally, the proficiency of both groups was assessed using an objective structured clinical evaluation (OSCE) on live horses. Students from group 1 showed significantly improved confidence after their additional training on the model and also showed greater confidence when compared to group 2 students. In the OSCE, group 1 had a significantly better score compared to group 2: the median (with inter-quartile range) was 15 (0.7) vs. 11.5 (2.8) points out of 15, respectively. The training model proved to be a useful tool to teach veterinary students how to perform jugular vein injections in horses in a controlled environment, without time limitations or animal welfare concerns. The newly developed training model offers an inexpensive, efficient, animal-sparing way to teach this clinical skill to veterinary students.
Objective: To present the principles of adult learning and mentoring to help clinical instructors better educate athletic training students (ATSs) during their clinical experiences, with the end result being a better prepared, competent entry-level practitioner.
Background: The principles of adult learning must be applied to ATS clinical education in order to develop more task mature and knowledgeable entry-level practitioners. Because clinical instructors are typically educated as clinicians rather than educators, they are generally not well-versed in the principles of adult learning, and generally do not spend a great deal of time designing learning experiences, appropriate supervision techniques, or mentoring strategies within the students' clinical experiences.
Description: Concepts of adult learning, such as task maturity, self-concept, and self-directed learning, are keys to the development of competent practitioners. As espoused by Knowles, the Dreyfus five stage model of skill acquisition supports the concepts of adult learning and is easily applied to clinical education of the ATS. Modifications of this model and other adult learning models place students along a learning continuum where their progress can be enhanced or delayed depending on the instructional strategies employed by their clinical instructor (CI).
Clinical Advantages: If instructional strategies are changed to correctly match the learner's progression, the learner will continue to move toward becoming a competent entry-level practitioner. These instructional adjustments will also allow the student to become more competent and self-confident in his or her clinical and decision-making skills.
Knowledge of the normal structure and function of the canine and feline ear is critical to be able to diagnose abnormalities that either involve the ear or originate within one or more of the ear compartments. In addition, a veterinarian must be aware of various structures within or associated with the ear so that they are not damaged or destroyed while treating an animal with otic disease. This article provides a brief discussion of the various anatomic features of the ear and normal physiology of portions of the ear.
One of the most important steps in curriculum development is the introduction of simulation- based medical teaching and learning. Simulation is a generic term that refers to an artificial representation of a real world process to achieve educational goals through experiential learning. Simulation based medical education is defined as any educational activity that utilizes simulation aides to replicate clinical scenarios. Although medical simulation is relatively new, simulation has been used for a long time in other high risk professions such as aviation. Medical simulation allows the acquisition of clinical skills through deliberate practice rather than an apprentice style of learning. Simulation tools serve as an alternative to real patients. A trainee can make mistakes and learn from them without the fear of harming the patient. There are different types and classification of simulators and their cost vary according to the degree of their resemblance to the reality, or 'fidelity'. Simulation- based learning is expensive. However, it is cost-effective if utilized properly. Medical simulation has been found to enhance clinical competence at the undergraduate and postgraduate levels. It has also been found to have many advantages that can improve patient safety and reduce health care costs through the improvement of the medical provider's competencies. The objective of this narrative review article is to highlight the importance of simulation as a new teaching method in undergraduate and postgraduate education.
The DVM program at the University of Calgary offers a Clinical Skills course each year for the first three years. The course is designed to teach students the procedural skills required for entry-level general veterinary practice. Objective Structured Clinical Examinations (OSCEs) were used to assess students' performance on these procedural skills. A series of three OSCEs were developed for the first year. Content was determined by an exam blueprint, exam scoring sheets were created, rater training was provided, a mock OSCE was performed with faculty and staff, and the criterion-referencing Ebel method was used to set cut scores for each station using two content experts. Each station and the overall exam were graded as pass or fail. Thirty first-year DVM students were assessed. Content validity was ensured by the exam blueprint and expert review. Reliability (coefficient α) of the stations from the three OSCE exams ranged from 0.0 to 0.71. The three exam reliabilities (Generalizability Theory) were, for OSCE 1, G=0.56; OSCE 2, G=0.37; and OSCE 3, G=0.32. Preliminary analysis has suggested that the OSCEs demonstrate face and content validity, and certain stations demonstrated adequate reliability. Overall exam reliability was low, which reflects issues with first-time exam delivery. Because this year was the first that this course was taught and this exam format was used, work continues in the program on the teaching of the procedural skills and the development and revision of OSCE stations and scoring checklists.
Introduction
Cadaveric shortages have been a challenge to anatomy education for many years(1). As access remains low in many parts of the world, many institutions are relying on plastinated specimens(2). While plastinated models solve cost and toxicity issues, in neuroanatomical education, a common complaint is that the rigidity of these models prevents exploration of deep-brain structures and the visual-spatial learning necessary for a concrete understanding of neuroanatomy(3). The Elnady Technique is a method of plastination that solves many of the drawbacks of traditional plastination, while maintaining the advantages. It is a low cost technique that uses cheap, easily accessible reagents, no complex lab equipment, and produces specimens that are dry, malleable, odorless, and can be stored on a countertop for many years.
Methods
A cadaveric head, previously fixated in 10% formaldehyde, was disected and four neural structures were isolated; a superficial temporal artery (STA), brain stem, cerebellum hemisection, and left hemispheric cortex (white matter dissected). Specimens were drained of embalming solution, then dehydrated in 100% acetone baths for 4–7 days. Daily hydrometer readings were taken until measurements were consistent >99% over two days. Specimens were then drained of acetone and placed in a glycerol bath for a 7-day impregnation period. Specimens were then immersed in cornstarch and allowed to cure for 7 days. To evaluate the utility of this method, specimens were evaluated quantitatively; by weight and size, and qualitatively; by color, texture, and odor.
Results
Pre- and post-treatment measurements are reported in Table 1. Pre-treatment weights for the STA, brain stem, cerebellum, and left hemisphere were 0.2g, 8.5g, 39.6g, and 223.5g, respectively, and post-treatment weights were 0.2g, 7.8g, 33.4g, and ___g, respectively. On average, specimens showed a __% change in height, __% change in width, and __% change in length. The final products had virtually no change in color that could be noted grossly, had soft, pliable texture, and no detectable odor.
Conclusion
Cadaveric dissections and prosections have been the foundation of anatomy education for many years, however cost and availability of specimens are major challenges around the world. Particularly in the acquisition and maintenance of cadaveric brains due to their fragility and unsuitability for long-term storage in solution. The Elnady Technique is a simple yet effective method for preservation of human cadaveric specimens that produces high quality samples from fresh or previously embalmed specimens. Preservation can be done quickly and safely, without the specialized equipment and patented chemicals usually required for plastination, and no special storage methods are required. Thus, it is an ideal technique for basic and/or low resource settings, and could be a potential solution to the exorbitant expenses related to acquiring and maintaining quality cadaveric brain specimens over long periods of time. The final product is dry, odorless, and pliable, and can be handled without gloves, or masks, therefore presenting a unique way to learn neuroanatomy and interact with cadaveric neural structures outside of the traditional anatomy lab.
This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
As part of an OIE Veterinary Education Twinning Project linking The University of Queensland, Australia and Nong Lam University, Vietnam, the limited access to animal and clinical resources was identified as an impediment to high quality veterinary education at Nong Lam University. However, student focused, simulated learning spaces, which have been widely adopted in veterinary training, are a cost-effective opportunity to provide initial clinical skills to students in countries where resourcing is constrained. In clinical skills training facilities, students use models and simulators to practice their clinical skills to develop the confidence, competence and muscle memory to enter the clinical phase of their training. While high-fidelity veterinary simulators and models are expensive, effective models for foundational clinical skills development can be built in-house for students to practice their skills authentically. This article outlines the cost effective establishment of a veterinary clinical skills training facility at Nong Lam University.
Plastination was a game‐changing invention for macroscopic anatomical preparation. The method yielded dry, odourless, tangible and durable specimens which allowed new exhibition and teaching set‐ups and paved the way for sophisticated preparations and spectacular positioning of specimens. Despite the impact of the new method, there have been similar techniques in place before. Exsiccation techniques, polymer embeddings and specimen impregnation with hardening substances were earlier methods which already included the main concepts that were later combined and refined in plastination. S10 silicone plastination, the technique most commonly known and applied, was followed by plastination methods suitable for research and sectional anatomy teaching. Numerous variations of sheet plastination techniques allow research applications and new ways of presenting topographic relations and mesoscopic insights. Besides the development of plastination techniques in sensu stricto, related techniques had a renaissance with new applications and developments, including corrosion casting and diaphonization methods. This brief review shall provide a historical context of plastination including some anecdotal spotlights on the ideas and innovations that lead to nowadays plastination techniques.
Purpose: Despite the adoption of competency-based education in some veterinary schools over the past 15 years, only recently has a concerted effort been directed toward this in veterinary education internationally.
Methods: In 2015, educational leaders from the Association of American Veterinary Medical Colleges (AAVMC) member schools came together with a strong call to action to create shared tools for clinical competency assessment.
Results: This resulted in the formation of the AAVMC Competency-Based Veterinary Education (CBVE) Working Group, which then embarked on the creation of a shared competency framework and the development of eight core entrustable professional activities (EPAs) linked to this framework.
Conclusions: This paper will report on the development of these EPAs and their integration with the concurrently-developed CBVE Framework.
Objective
To evaluate the usefulness of a high‐fidelity model for teaching ovariohysterectomy (OHE) to veterinary students.
Study design
Longitudinal survey.
Sample population
Clinicians with ≥2 years postgraduate experience in small animal surgery and a sophomore veterinary student population at 1 institution.
Methods
Twelve clinicians evaluated the high‐fidelity model for realism. Questionnaires were distributed to sophomore veterinary students prior to and after OHE training on the high‐fidelity model (SynDaver Surgical Canine) and after performing OHE as primary surgeon with a live dog. Time for students to perform OHE (identify the first ovarian pedicle to transecting the uterine body) and number of technical errors (visceral injury, hemorrhage, loose ligatures) were compared between the model and live dog groups.
Results
Evaluators rated the high‐fidelity model as moderate‐to‐highly realistic. Students' confidence improved after practicing on the model in all critical steps and additionally improved after performing an OHE on a live dog. Time to complete the OHE on the model (mean ± SD,73.4 ± 27.1 minutes) and live dogs (83.0 ± 24.7 minutes) did not differ (P = .20). Frequency of hemorrhagic events (P = .77) and accidental visceral injury (P = .30) did not differ between the model and live dogs. However, fewer loose ligatures were placed in live dogs (23/64) compared with the model (22/37; P = .02).
Conclusion
The high‐fidelity model improved the confidence of sophomore students. The duration of OHE did not differ between the model and live dogs.
Clinical impact
The high‐fidelity model is valuable for improving confidence in veterinary students prior to live‐dog OHE.
This study evaluated whether one supervised simulated ovariohysterectomy (OVH) using a locally developed canine OVH model, decreased surgical time for final-year veterinary students' first live-animal OVH. We also investigated student perceptions of the model as a teaching aid. Final-year veterinary students were exposed to an OVH model (Group M, n = 48) and compared to students without the exposure (Group C, n = 58). Both groups were instructed similarly on performing an OVH using a lecture, student notes, a video, and a demonstration OVH performed by a veterinary surgeon. Students in Group M then performed an OVH on the model before performing a live-animal OVH. Students in Group C had no exposure to the OVH model before performing a live-animal OVH. Surgical time data were analyzed using linear regression. Students in Group M completed a questionnaire on the OVH model after performing their first live-animal OVH. The OVH model exposure reduced students' first canine live-animal OVH surgery time (p = .009) for students without prior OVH experience. All students (n = 48) enjoyed performing the procedure on the mode; students practicing an OVH on the model felt more confident (92%) and less stressed (73%) when performing their first live-animal OVH. Results suggest that the canine OVH model may be helpful as a clinical training tool and we concluded that the OVH model was effective at decreasing students' first OVH surgical time.
Plastination is a valuable tool for the teaching of neuroanatomy. However, the high cost of the process and the complexity of sheet plastination for brain slices remains a challenge. This article describes an innovative, simple, and inexpensive method, called the Elnady Technique, to develop brain slices of various domestic animals. The slices are either enveloped in lamination sheets using an electric iron, or enveloped in transparent plastic using an impulse sealer. This fast, effortless process results in realistic, durable, odorless, soft, flexible slices. The models provide accurate three-dimensional (3D) reference guides for demonstration of neuroanatomical structures that show soft tissue contrast between the gray and white matter. This makes them invaluable for interpretation of clinical imaging modalities, such as computed tomography (CT) and magnetic resonance imaging (MRI). These ethically sourced models can provide a replacement for the killing of animals for practical classes.
Lack of confidence and self-efficacy are the main causes of negative emotions experienced by veterinary students when performing surgery. A surgical training model (STM) was developed to test the hypothesis that practical training on an STM before performing live surgery would enhance the students' confidence. In addition, low-cost and easily accessible materials were used for the construction. In the STM, neodymium magnets that were detached if too much traction was applied were used to ensure careful tissue handling during ligation of the ovarian pedicles and cervix. A pilot study was performed to evaluate veterinary undergraduate students' confidence when using the STM before performing their first live feline ovariohysterectomy (OHE) as lead surgeon. The results showed that the students rated their confidence level higher after performing feline OHE if they had practiced with the STM before surgery. Voluntary written comments revealed that live surgery as a learning situation could have a very negative emotional impact on some students.
This research investigated the relation of course, instructor, and student characteristics to student ratings of teaching effectiveness, both overall and within the dimensions of pedagogical skill, rapport with students, difficulty appropriateness, and course value/learning. Interest in the course content, expected grades, satisfaction with the time of day, and instructor sex were related significantly to all dimensions of teaching performance. Year in school and reason for taking a course were related to value ratings, and student sex and year in school were related to rapport ratings. Relations of background characteristics to teaching evaluations varied somewhat by dimension. Background characteristics were related most strongly to course value ratings and the overall evaluation, and least strongly to the pedagogical skill ratings. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Self-directed and social forms of learning are fundamentally different from traditional didactic educational settings from
which students are selected for veterinary, medical and other professional degree courses. It is therefore expected that a
mismatch may emerge between students’ conceptions of effective learning and expectations inherent to the new learning environments.
The present study addressed this issue by examining 128 preclinical students’ predispositions towards two key elements in
problem-based and case-based learning, namely self-directed and social forms of learning. A mixed method approach revealed
converging evidence of students’ overwhelming preference for external, teacher regulation and individual forms of learning.
External regulation was consciously invoked as a coping strategy in managing large amounts of complex information. Constructivist
conceptions of learning were positively related to an appreciation of the cognitive benefits of social forms of learning,
a relationship that has attracted little attention in the higher education literature. These findings stress the importance
of guiding students’ transition towards learning autonomy required for social forms of learning and continuous lifelong learning
after graduation.
The medical profession has spent much time and many resources engaging in a discourse of medical professionalism and debating the appropriate attitudes and behavior of physicians, but little has been published concerning the concept of veterinary professionalism. Physicians are commonly examined by social scientists and educationalists to establish definitions of medical professionalism in order to teach and assess these values within curricula. This challenging process has not been without criticism, however, with some calling the numerous definitions unhelpful, especially when these behaviors are not demonstrated in practice or the wider sociological implications of medical professionalism are ignored. Veterinary curricula often include professional skills, and there has been some discussion about their inclusion as well as the scope of veterinary surgeons and their role in society. Despite this, no true definition of veterinary professionalism exists, and the teaching of the values and behaviors expected of veterinary professionals may not be explicit. Regardless of the difficulties of engaging in such a discourse, perhaps it is time that this occurred and a realistic and usable definition of veterinary professionalism is established. This is a period of change for the veterinary profession, and a teachable and assessable definition can provide some clarity and assist educators within ever evolving veterinary curricula.
The canine ear consists of the pinna, external ear canal, middle ear and inner ear. The external ear is composed of auricular and annular cartilage. The auricular cartilage of the pinna becomes funnel shaped at the opening of the external ear canal. The vertical ear canal runs for about 1 inch, then forms the horizontal ear canal, which is composed of auricular and annular cartilage. The middle ear consists of an air-filled tympanic cavity, three auditory ossicles, and tympanic membrane. The tympanic membrane is a semitransparent membrane divided into the pars flaccida and pars tensa. The tympanic cavity consists of a small epitympanic recess, a large ventral bulla and the tympanic bulla proper. On the medial wall of the tympanic cavity is the promontory, which houses the cochlea. The cochlear (round) window is located in the caudolateral portion of the promontory, covered by a thin membrane. The vestibular (oval) window is located on the dorsolateral surface of the promontory, covered by a thin diaphragm over which the footplate of the stapes is attached. The auditory tube is a short canal that extends from the nasopharynx to the rostral portion of the tympanic cavity proper. The auditory ossicles are the bones that transmit and amplify air vibrations from the tympanic membrane to the inner ear. The inner ear is housed in a bony labyrinth in the petrous portion of the temporal bone. The bony labyrinth contains the membranous labyrinth with its sensory organs responsible for hearing and balance.
Despite periodic debate implying that modern veterinary graduates are less competent than their predecessors, analysis of educational inputs and learning outcomes suggests that they continue to qualify with an excellent knowledge and skill set. However, increased public expectations of veterinarians have led to the need for better-designed, more integrated curricula with increased attention to communication and other professional skills and to elements of individual specialization.
The need for revision of curricular content will continue. A more overriding reason for reducing content, however, is the effect this has on students’ learning. Content overload in all disciplines leads to a superficial acquisition of facts, which overwhelms any drive toward understanding and extracting meaning. Unfortunately, many modern assessment methods permit replication to masquerade as problem solving, leading to short-term gains in grades at the cost of the development of information sourcing and application and other lifelong learning skills.
All involved in education must be clear that our task is to develop the independent professional person. Such a person is much more than the possessor of a collection of facts and a set of individual competences. To facilitate the development of this overall capability, educators must pay as much attention to students’ engagement in the learning process, and to how they understand and make meaning of our discipline, as to the specific scientific and species content of their school's individual degree programs.
Canine atopic diseases, including those with skin lesions, have been described for many years. Unfortunately, early descriptions often failed to establish definitive guidelines for considering a patient atopic, and criteria for diagnosing atopic dermatitis (AD) have varied from author to author. Larger case-series published from the 1960s to the 1980s suggested that the most common clinical manifestation of AD was pruritus, particularly of the face, ears, paws, extremities, and/or ventrum. It is not always clear that testing to eliminate other differential diagnoses was always carefully performed on patients in early reports; therefore, some descriptions could include patients affected with diseases other than or in addition to AD. Points of consensus regarding clinical manifestations of AD in case-series include the presence of pruritus beginning at a young age, possibly seasonally; and a prominent lesional involvement of the face, extremities, axillae or ventrum. Conflicting information on breed and sex predispositions is present, perhaps representing regional or temporal variability. Clinical reports vary, in regard to the description of lesions seen in dogs with AD. This reflects a possible confusion with lesions of secondary complications, and highlights the fact that the existence and nature of primary lesions of canine AD are not truly known.
At Texas A&M University, introductory-level surgical lecture and laboratory notes were converted to a CD-ROM format that included illustrative photographs as well as instructional videos demonstrating the basic surgical skills that all students were required to master. The CD-ROM was distributed to all students in place of traditional paper notes in the second-year surgical class in the professional veterinary curriculum. The study reported here was designed to evaluate the educational benefits of the use of the CD-ROM in place of traditional paper notes by examining the attitudes and practices of students before and after exposure to the CD-ROM format.
An anonymous survey was distributed to students in the second-year introductory surgery course on the first day of class and again on the last day of class. Responses to questions were tabulated, response frequencies determined, and Chi-square analysis performed to determine differences between initial and final responses.
On the final survey, 89 per cent of students responded that the instructional videos definitely helped them prepare for the laboratory, and 77 per cent responded that they were more likely to practice techniques learned from the CD-ROM videos than those learned from traditional study materials. The majority of students believed that the CD-ROM improved both the course (60 per cent) and their learning experience (62 per cent) as compared to traditional paper notes.
Including instructional videos on the CD-ROM enhanced the educational experience of the students by promoting preparedness for laboratories and promoting practice of techniques learned from the videos outside of the laboratory.