Design and validation of a novel learning tool, the "Anato-Rug," for teaching equine topographical anatomy

Evaluation of a 3D Computer Model of the Equine Paranasal Sinuses as a Tool for Veterinary Anatomy Education

Detailed knowledge of anatomical systems is vital for clinical veterinary practice. However, students often find it difficult to transfer skills learned from textbooks to real-life practice. In this study, a three-dimensional computer model representing equine paranasal sinus anatomy (3D-ESM) was created and evaluated for its contribution to student understanding of the 3D dynamic nature of the system. Veterinary students and equine professionals at the University of Bristol were randomly allocated into experimental (3D model) and control (2D lecture) groups. A pre-/post-study design was used to evaluate the efficacy of the 3D model through a pre-/post-multiple-choice question (MCQ) anatomical knowledge exam and a pre-/post-questionnaire gathering information on participant demographics, confidence, and satisfaction. No statistically significant difference was found between 3D and 2D groups' post-MCQ exam scores (t39 = 1.289, p = .205). 3D group participant feedback was more positive than 2D group feedback, and 3D group satisfaction scores on Likert questions were significantly higher (t118 = -5.196, p < .001). Additionally, confidence scores were significantly higher in the 3D group than in the 2D group immediately following the study (p < .05). Participants' open-text responses indicated they found the 3D model helpful in learning the complex anatomy of the equine paranasal sinuses. Findings suggest the 3D-ESM is an effective educational tool that aids in confidence, enjoyment, and knowledge acquisition. Though it was not better than traditional methods in terms of anatomy knowledge exam scores, the model is a valuable inclusion into the veterinary anatomy curriculum.

Apprendre l’anatomie radiographique en présentiel ou en ligne ? Une étude randomisée contrôlée

Résumé

L’enseignement de l’anatomie repose sur diverses techniques: les cours, les dissections, les modèles 3D ou encore les supports en ligne. Ces derniers sont généralement considérés comme des moyens d’apprentissage complémentaires. Cette étude vise à comparer les performances des étudiants vétérinaires (N=83) en anatomie radiographique (radioanatomie) après un apprentissage en ligne ou conventionnel, et de voir dans quelle mesure ces méthodes sont interchangeables. Trois stratégies sont comparées : apprentissage en ligne exclusif, apprentissage en ligne avec des os de chevaux, apprentissage sur radiographies conventionnelles avec des os de chevaux. Les performances au test de rotation mentale et au test de connaissance en radioanatomie sont similaires entre les 3 groupes à la base, lors du test préliminaire. Après l’apprentissage (test final), les scores de rotation mentale et de radioanatomie augment significativement de 6.7/40 points (CI : 5.2–8.2; p < .001) et de 5.1/20 points (CI: 4.3–5.9; p< .001). Il n’y a pas de différence entre les groupes pour les scores de rotation mentale et de radioanatomie après l’apprentissage. Le score de rotation mentale est influencé par le genre, et significativement plus élevé chez les hommes que chez les femmes au test préliminaire (M= 23.0, SD = 8.8 vs. M= 16.5, SD= 6.9; p= .001) et au test final (M= 32.1, SD= 5.5 vs. M= 22.7, SD= 8.6; p< .001). Les performances en radioanatomie ne sont pas influencées par le genre. Ces résultats suggèrent que l’enseignement de la radioanatomie peut être réalisé en présentiel avec des radiographies conventionnelles ou en ligne. Cette interchangeabilité entre apprentissage en présentiel et en distanciel est intéressante au regard des impératifs liés aux crises sanitaires, et des besoins d’adaptation rapide en distanciel.

This translation was provided by the authors. To view the original article visit: https://doi.org/10.3138/jvme-2021-0153

Can Online Teaching of Radiographic Anatomy Replace Conventional On-Site Teaching? A Randomized Controlled Study

Different modalities such as lectures, dissections, 3D models, and online learning are used for teaching anatomy. To date, online learning has been considered a useful additional didactic tool. This study aimed to compare veterinary students' performance in radiographic anatomy (radio-anatomy) after online or classroom-based teaching to assess the extent to which the two methods were interchangeable. Three strategies were compared in a cohort of 83 learners. Students were committed to online learning only, online learning with the use of specimen equine bones, or learning on conventional radiographs with specimen equine bones. At baseline (pre-test), scores from a mental rotation test and radio-anatomy knowledge test were similar between groups. After training (post-test), scores in mental rotation and radio-anatomy significantly increased by 6.7/40 units (95% CI: 5.2-8.2; p < .001) and 5.1/20 units (95% CI: 4.3-5.9; p < .001), respectively. There was no difference in scores for mental rotation and radio-anatomy knowledge between groups at post-test. Gender influenced the mental rotation, with men scoring significantly higher than women at pre-test (M = 23.0, SD = 8.8 vs. M = 16.5, SD = 6.9; p = .001) and post-test (M = 32.1, SD = 5.5 vs. M = 22.7, SD = 8.6; p < .001). However, radio-anatomy knowledge was not influenced by gender. These results suggest radio-anatomy teaching can be safely achieved with either conventional radiographs or online resources. This is of interest since, due to the COVID-19 outbreak, rapidly changing from on-site to online methods for teaching veterinary medical education proved necessary.

Is each horse unique and unrepeatable? An explanation through morphometric and statistical analysis of the limb bones

Horses went through functional differentiation during their evolutionary and reproductive development, however, some body parts continued to improve their specificity for speed. Regarding this, we evaluated by morphometric analysis the relationship between limb section (LS) differences in the appendicular structures of horses. Two hundred and seven (n = 207) adult horses of different breeds and sex were selected. The limb section was measured by identification of topographic palpable skeleton landmarks with a measurement tape (centimetres). Quantitative variables (limb section) were analysed with PAST Paleontological Statistics Version 3.16. Spearman's ordinal or non-parametric correlation coefficient was used to study the relationship between the limb section of each variable (p < 0.05), with a low coefficient of variation (<30%). In 45 analysed correlations, 35 were statistically significant and 10 were discarded because p > 0.05. These results show that most variables were correlated with each other. As a result, we can imply that some LS of the horse's limbs are correlated with each other, positively or negatively and to a different degree. In conclusion, the correlations between LS lengths determine the size and shape of each horse, making individual horses unique and unrepeatable.

Body Painting of the Horse and Cow to Learn Surface Anatomy

Gross anatomy is considered one of the most challenging subjects in teaching veterinary medicine. The use of body painting is reported in teaching surface human anatomy, but such reports are scarce in veterinary medicine. The aim of this study was to describe a practical session for teaching surface anatomy using body painting with second-semester students of veterinary medicine. Two practical sessions using live animals (equine and bovine) were offered with a focus on the locomotor and nervous systems and splanchnology. Students believed that the body painting sessions helped them to understand the localization of structures, promoting long-term retention and integration of knowledge, and to approach large animals with more self-confidence. Forty-nine students took three short theoretical and practical exams: a pre-test on splanchnology (Q1), an immediate post-test on splanchnology (Q2), and a post-test after 7 weeks on the locomotor and nervous systems (Q3). Correct answers for theoretical Q1 and Q2 were statistically different (2.04 and 3.11 out of 5, respectively; p < .001), and higher scores were found for Q3 compared with Q1 (2.49 and 1.02 out of 5, respectively). The most common error observed in practical Q1 was underestimation of the real size of organs such as lungs, rumen in cattle, and cecum in horses. The results showed that body painting sessions improved learning of anatomical concepts and could serve as a bridge between cadaver anatomy and living animal anatomy. More body painting sessions could be included in other semesters of the veterinary medicine curriculum to better integrate anatomy knowledge.

Anatomy Teaching, a "Model" Answer? Evaluating "Geoff", a Painted Anatomical Horse, as a Tool for Enhancing Topographical Anatomy Learning

Development of new methods for anatomy teaching is increasingly important as we look to modernize and supplement traditional teaching methods. In this study, a life-sized equine model, "Geoff," was painted with surface and deep anatomical structures with the aim of improving students' ability to convert theoretical knowledge into improved topographical anatomy knowledge on the live horse. Third and fourth year veterinary medicine students (n = 45) were randomly allocated into experimental (used "Geoff") and control (used textbook) groups. The efficacy of the model was evaluated through a structured oral exam using a live horse. Questionnaires gathered information on student confidence and enjoyment of the task. There was no significant difference in the performance of experimental and control groups either immediately (44±20% vs. 40±21%; P = 0.504) or 9 weeks after the learning intervention (55±17% vs. 55±20%; P = 0.980). There were however specific questions on which the experimental group performed better than controls, and for which gender effects were apparent. The students using "Geoff" showed a transient gain in confidence following the session (Likert scale 2.7 to 3.6) however the initial increase was no longer present at the second test. There was a significant influence of gender on confidence with greater confidence gains in females in the Experimental group. The students found the model to be extremely useful and both groups found the sessions enjoyable. The model will be of benefit as a complementary learning tool for students.

Student Perceptions of Veterinary Anatomy Practical Classes: A Longitudinal Study

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.

Laparoscopic-guided compared to skilled instructor support for student rectal examination training using live horses in the veterinary curriculum

OBJECTIVES

To evaluate the veterinary student learning outcome of 2 methods of equine rectal examination training.

STUDY DESIGN

Randomized prospective study.

SAMPLE POPULATION

Veterinary students (3rd and 4th year; n = 40) and practicing equine veterinarians (n = 10).

METHODS

Year 1: Group 1 (n = 11) and Group 2 students (n = 10) received skilled instructor (SI) and laparoscopic-guidance (LG), respectively, during rectal exam instruction. All students were tested on rectal identification of 4 abdominal organs. Year 2: One group of students (n = 19) was trained and subsequently tested using each technique, first SI, followed by LG. Subjective evaluation of laparoscopy as a teaching tool was achieved with veterinary students and equine practitioners.

RESULTS

A significantly greater percentage of students having LG compared to SI were able to correctly identify the left kidney (Year 1) and the spleen, cecum, and right ovary (Year 2). A significantly greater proportion of LG trained students in years 1 and 2 (100% and 95%, respectively) were also able to identify 75% of organs compared with SI (27% and 21%, respectively). Both students and veterinarians uniformly provided favorable feedback for LG in teaching rectal palpation skills.

CONCLUSION

The LG method of equine rectal examination instruction resulted in improved learning for identification of several key abdominal organs compared with SI.

Design and validation of a computer-aided learning program to enhance students' ability to recognize lameness in the horse

The ability to recognize lameness in the horse is an important skill for veterinary graduates; however, opportunities to develop this skill at the undergraduate level are limited. Computer-aided learning programs (CALs) have been successful in supplementing practical skills teaching. The aim of this study was to design and validate a CAL for the teaching of equine lameness recognition (CAL1). A control CAL was designed to simulate learning by experience (CAL2). Student volunteers were randomly assigned to either CAL and tested to establish their current ability to recognize lameness. Retesting occurred both immediately following exposure and 1 week later. At each test point, the number of correct responses for forelimb and hind limb cases was determined. Student confidence was assessed before and after CAL exposure, with previous opportunities to recognize lameness taken into account. Immediately following exposure, the number of correct responses was significantly higher for CAL1 than for CAL2, both overall and for forelimb cases but not for hind limb cases. After 1 week, the CAL1 group performed significantly better overall compared to the CAL2 group, with no significant difference between forelimb and hind limb cases. Student confidence and ability to recognize lameness were significantly improved following exposure to CAL1. When considered as one category, students in years 4 and 5 performed significantly better than year 3 students. Gender did not significantly affect performance. CAL1 could be used to supplement current lameness recognition opportunities. CAL1 is, however, limited in its ability to improve lameness recognition, especially in relation to hind limb lameness where it was unable to attain a significant difference from CAL2.