Solution Options

Our attention was drawn to the reconstruction of the human anatomy course in the Medical Faculty at The University of Melbourne in which pre-dissection preparation sessions preceded the dissection classes. A strength of this model was that this approach aimed at informing the students of the appropriate anatomy and providing them with a focus on the functionality and applicability of anatomy to the study of medicine before dissection. Students then approached the dissection session with a more informed and focused attitude, which had the potential to encourage learning. This comprised a sound model for teaching and learning in this area and we considered it to be just as applicable to Veterinary Anatomy. As such it formed the basis of this veterinary school's next attempt to improve the educational value of the dog dissection course.

However, the Medical School's preparation sessions were resource intensive in terms of both material resources and staffing, which could not be matched by the Veterinary School. It was considered that the most likely way to be able to remodel the dog dissection course was to utilise some computer-based elements in the preparation sessions which could be integrated with the limited amount of material resources available and also allay some of the staffing problems. Unfortunately lack of time and funds to engage in the creation of these computer-based resources basically kept this idea at the conceptual stages. This was the situation until The University of Melbourne embarked on a concerted effort to promote the integration of multimedia educational technologies in its teaching programs, and provided funds to enable projects such as this one to begin real development.

The adoption of multimedia-based technology in facilitating the teaching and learning processes in veterinary anatomy was considered very appropriate. This was because of the ability of the medium to demonstrate motion, display high quality graphics, incorporate sound, and most importantly, enable user interactivity, which could encourage an active learning approach to the material. In addition, it would take advantage of an increasingly computer-literate student population.

The Revised Instructional Format

Whereas previously the time allocated to dissection was spent entirely in the dissection laboratory, it would now be more varied and `modular' to some extent, which would also allow some flexibility in timetabling and delivery. This approach meant that body regions being studied in the dog dissection course could be integrated more readily with some of the appropriate systems-based lecture topics, which would help to reinforce important anatomical concepts as well as information.

General Introductory Session

This is a half-hour lecture that describes the nature, content and organization of the various classes. It introduces students to the concept of `regional anatomy' and how it relates to body systems. Body regions that will be studied in the course are specified. General instructions on laboratory procedures (e.g., instrument handling, dissection technique safety and cleanliness) and use of the computer modules are also outlined.

Regional Introductory Sessions

A half-hour lecture describes the body region and its boundaries including the sub-regions that will be encountered. With the help of simple graphics, the various body systems and their components are identified. This session also introduces students to the functional and applied themes that will be investigated in each of the sub-regions.

Sub-regional Preparation Session

This is a half-to one-hour computer-based preparation session for each sub-region that is studied in the course. In these sessions students work through a slide show/computer module which illustrates structures of the sub-region in a systematic way. Photographs are used to illustrate the relevant structures and features of sub-regional body systems. Some of the same photographs are used repeatedly with different system components identified to demonstrate different relationships. Orientation graphics and illustrations are used to assist the students in their understanding of these relationships. Components of sub-regions that are revisited are incorporated as self-test quiz slides.

Systematic instruction is accompanied by a list of references that students can consult while working through each module. Each sub-regional preparation module includes a functional theme illustrating the role of a particular system within the sub-region, encouraging students to think in terms of `structure/function' relationships. Sub-regional preparation sessions conclude with a graphic sequence depicting the clinical procedure that is to be simulated at the commencement of the subsequent dissection class. A short digital video of this clinical procedure is also provided to assist the students in this particular activity.

Sub-regional Dissection Session

This is a typical dissection class of 1 to 2 hours duration which utilises a specifically written dissection procedure assisting the students to identify those structures/features presented in the preceding corresponding preparation module. The class commences with students performing a simulation of a clinical procedure relevant to the sub-region that is under study. During the dissection session students are led to investigate the structural mechanism relevant to the functional theme.

Introduction to Surface Anatomy Session

This is a half-hour lecture that describes and illustrates those surface landmarks or features pertaining to the previously studied region(s), which will be examined in the subsequent live-animal class. This session also includes other domestic species as well as the dog (e.g., cow and horse). These sessions cover between 1 and 3 body regions. This arrangement was essentially due to the surface anatomy classes being held off-site requiring transportation of students and accommodating a tight timetable.

Surface Anatomy Class

These are live-animal exercises using dogs, horses and cattle. Students perform these exercises in small groups rotating each half-hour through the different species. In these exercises students work through a list of surface features and attempt to locate and identify these with some input from staff who are there to assist and emphasise any functional or applied aspect of relevance to the regions studied.

Synthesis Session

This is a half to one-hour graphics intensive group lecture session which is focussed on presenting the structure of the animal body as a whole and the integration of the various body systems as well their functions. The applicability of the regional approach is re-emphasised as an introduction to clinical studies that follow the completion of this dissection course.

Printed Manual

A printed manual is available for student's use during the preparation and the dissection sessions as well as the surface anatomy classes. This manual includes notes relevant to all the introductory and synthesis sessions. Anatomical structures and features are included with reference to descriptions and illustrations to supplement the preparatory modules. Brief outlines are included of functional themes with illustrations similar to those presented in the related preparatory module, along with descriptions of the simulated clinical procedures with accompanying photographs (as available in the computer-based modules). The manual also carries the dissection procedures for each sub-region.

The Development Team

The instructional materials development team comprised the following personnel: two academics (who were anatomy teachers and veterinarians with clinical experience); two ancillary academics (veterinary systematic content experts); one dissector/resource producer (veterinary graduate with teaching experience); one technical assistant (with general laboratory and preparatory skills); one graphic artist/designer; and one digital imaging consultant.

Implementation

The sessions which comprise the various components of any given body region are loosely integrated into the systematic anatomy course of lectures and practical classes. Particular sub-regions are studied along with relevant systemic topics (e.g., thoracic region with cardiovascular system, forelimb region with musculo-skeletal system). The `general' introductory session is followed immediately by a `regional' introductory session, which is followed by a sub-regional preparatory session and then the relevant dissection session. Three regions are completed before the introduction to surface anatomy session, which covered all of these regions. The whole class of 70 students in this cohort receive the group lecture-based sessions at the same time. Students work in pairs through the preparatory modules during scheduled classes with input from staff when required. Groups of between two and six students carry out the dissections with the help of written procedures with assistance from demonstrators if and when requested. These group sizes vary depending on particular sub-regions. Some sub-regions require whole bodies while others use only portions and in this case multiple specimens can be accommodated on each dissection table. Students work in groups of six during the surface anatomy classes. This number was felt appropriate for the students and the animals being examined.

Evaluation

Evaluation of the impact of the multimedia-based preparation materials was focussed on its use and utility to undergraduate students in the practical sections of the study of regional anatomy of the dog course. By use and utility, we meant the extent to which the multimedia-based preparation materials helped this group of students perform particular dissection procedures; recognise features of the dog's anatomy and how these features (bones and muscles) worked. It also inquired into why students were able or unable to experience these outcomes.

Instrumentation

A questionnaire with structured and open-ended response items was used to gather this data towards the end of the semester. A two-phased procedure was adopted in the design and development of this questionnaire. In the first phase, subject matter experts (there were two of them in this case) were presented with a semi-structured proforma, which they were asked to use to identify the focus of the evaluation. The questions posed in this proforma focussed on the following areas: learning goals/outcomes, design architecture, delivery attributes, and the learning process (See Appendix A). The subject matter experts were asked to respond to several questions on each one of these areas. For example, on `learning goals/outcomes' they were asked to identify `what are the learning goals or outcomes for your students? What is unique about these learning goals? What are your instructional goals? And what is unique about these instructional goals?' For each one of these questions they were also required to reflect on what evaluation strategy/instrumentation they could, or might like to use to gather the necessary data and also to find out whether, and to what extent these goals had been achieved.

The purpose of this activity was to focus the subject matter experts' thinking on issues of critical importance from the learning and teaching perspective, and there were several advantages in adopting this design and development strategy for the evaluation phase of this project. Firstly, it offered a structure for the subject matter experts to focus their thinking. Their thoughts captured in this manner provided material for negotiation amongst the team on areas that we needed to concentrate (issues that we needed to evaluate) on and those that were either not relevant for this project or not so important. This activity in itself served to validate not only the focus and content of the evaluation but also the instrumentation for gathering such data. It was important that we collect data on the most essential features and with the most appropriate instrumentation and this procedure enabled us to facilitate this process.

This developmental process led to the identification by us of the precise areas and issues on which we agreed to focus our evaluation. It is interesting to note that this final set of areas and issues were not all of those that we initially thought we needed to evaluate. This is to suggest that without a systematic process for identifying the areas of real interest, chances are that a great deal of time and effort could be (and often has been) wasted in collecting data of no real interest to anyone. This set of issues became the focus of our evaluation. Since we were interested in students' individual perceptions of the computer-based learning exercises, we developed question items which required students to provide both a quantitative response as well an explanation of their response (See Appendix B: Evaluation Questionnaire). An external evaluator administered this questionnaire in one of the special sessions of the class towards the end of the semester. Names of respondents were not required on the returned questionnaires.

Data Analysis and Discussion

The quantitative data derived from the questionnaire was summarised using Microsoft ExcelTM. The qualitative comments of the respondents have been used in this paper to explain their quantitative judgements.

Confidence with Surgical Processes

Foremost, as part of our evaluation, we were interested in knowing if the computer-based preparation had any impact on the confidence levels of students with the surgical approach, and the dissection session that followed, and if it helped them readily identify the structures and features in the sub-region under study.

Confidence With Surgical Operation

 

On the whole students felt that being able to watch a demonstration gave them a `visual idea' of what was to follow. Seventy five percent of the respondents felt that the multimedia-based preparation sessions did help their confidence levels as it enabled them get `some idea of what they were about to do, and see clear pictures of what it should look like', and also `become aware of the anatomical landmarks'. Twenty-five percent of the group didn't find the multimedia preparation materials of any use in improving their confidence levels.

The disappointments that students had with the utility of the multimedia preparation in the dissection sessions had to do mostly with the technical quality of the video and some of the computer generated images.

"The video (the times that I saw it) did not have sound and focussed only on the surgery site so finding it during the dissection relative to other structures wasn't possible. The video was often of poor quality. The surgical film is very small with very little resolution on the MAC Screens."

It also seems that many students found the treatment of the content for dissection somewhat insufficient.

"Not detailed enough especially with respect to blood vessels and nerves. No transverse or cross-sections were provided with labels. Because the surgery on the computer was only for the initial incision and did not include deeper structures. It had no bearing on how to do the dissection. The digital video was not very clear either."

Given these observations, it is not surprising that some of the students did not experience substantially improved levels of confidence with the surgical procedures that followed the multimedia preparations sessions.

Some students found the multimedia preparation session `helpful in the surgical approach' and others felt that `knowing where the major muscles, arteries, veins were before starting, enabled them to proceed with confidence.' A majority (seventy-one percent) of the student group found that the multimedia-based preparation materials actually helped them proceed with the dissection more confidently. It is important to recognise that twenty-four percent of the group did not think this was so for them.

Confidence With Dissection

 

Figure 3. Confidence with dissection.

Several problems were identified with the multimedia-based preparation material that can help explain this outcome.

"The multimedia preparation was especially helpful for the initial surgical approach but ultimately we fell back on the written/typed sheets. Only a fraction of material was covered by multimedia. The slides were no good for that. The digital video was not very clear either. The session on the computer was often not directly related to the dissection (i.e., it was in the wrong sequence). It did not help with the actual dissection.'

`Not detailed enough especially with respect to blood vessels and nerves. No transverse or cross-sections were provided with labels. These are needed. The RAD is not always clear if the picture we are shown is too close up--meaning that it is hard for us to orientate ourselves in some of the pictures given.'

`In some of the slides presented, it was hard to get my bearings, i.e., what end was up? Hard to tell on the small screen. Easy to identify, but hard to find exact areas of insertion/origin.'

There was one thing that the multimedia-based preparation materials were useful for, and that was in enabling students readily identify the structures and features in the sub-region under study. Many (seventy percent of the group) claimed that `although nothing beats getting in there and correctly orienting yourself...the multimedia preparation materials was very useful for orientating in a new area'.

Ability to Identify Features

 

Still there were many problems with orientation for some of the students (at least twenty-seven percent). Most of these problems had to do with the manner in which the material was presented (zoomed in or out, step-by-step etc.) and the quality of some of the pictures.

`Sometimes the view was too close-up so didn't even know what you are looking at. Needed to zoom out, then zoom in. Close up shots need to be accompanied, at all times, with a wider view first.'

`The diagrams/slides were too complicated to follow after muscles have been removed from their origins. Should show step by step removal of muscle one by one.'

`Pictures in the RAD multimedia did not identify clearly or label clearly some of the more obscure structures. Hard to tell on the small screen. Some of the pictures on the computer were really hard to make out. Often the photographs in the presentation were difficult to orient and so made finding the structures while dissecting difficult. The pictures were often unidentifiable (red and bloody mess)----need to indicate cranial/caudal, dorsal/ventral orientation, say which muscles have been removed. Sometimes photographs were unclear (but overall very good).'

`Orientation was sometimes not clear on the slides. In some of the slides presented, it was hard to get my bearings, i.e., what end was up?'

Recognising Body Functions

Next, we wanted to find out if the multimedia preparation materials enabled students to recognise particular body functions. The two body functions we focussed on were: how enlargement of the thoracic cavity results in expansion of the lungs; and how irritation of the phrenic nerve might result in synchronous diaphragmatic flutter.

So, did the multimedia preparation materials enable this group of students to recognise how `enlargement of the thoracic cavity results in expansion of the lungs'? Well, not quite. This student group seemed fairly evenly divided on this one. In fact, a little more of them thought that multimedia preparation materials did not enable them to recognise how enlargement of the thoracic cavity resulted in expansion of the lungs (44 percent no, to 37 yes).

Recognised Enlargement of Thoracic Cavity

 

From those who had found the multimedia preparation materials helpful in recognising how the enlargement of the thoracic cavity resulted in expansion of the lungs (thirty-seven percent of them in this case), we wanted to know what specific feature(s) of the preparation session had enabled them to achieve that? So we asked them to identify those specific features and this is what they identified and said.

• `Clear labelling.'
• `The balloon in syringe demonstration.'
• `The talk before the actual dissection and the computer slides.'
• `Showing the way that the units move, external and internal intercostal muscles.'
• `The details on the relevant muscles and describing their alignment in relation to their operation.'
• "Just seeing how all of the thoracic components come together relative to one another and get an appreciation of the sizes and location of things tangibly helped."
• "I knew how it happened already, but this showed how the direction of muscle fibres for expiration and inspiration, and their contraction contributed to movement of thoracic wall."

From those who had not found the multimedia preparation materials helpful in recognising how the enlargement of the thoracic cavity resulted in expansion of the lungs (forty-four percent of them in this case), we wanted to know, what they thought was the problem? This is what they pointed at:

• `It was hard to determine actual extent of thoracic cavity and how structures were used to expand it. This was easier to understand/observe in the dissection class.'
• `There was only the structures involved, the expansion wasn't clear.'
• `3-D maybe, to look from a different angle.'
• `The movement of muscles is not demonstrated.'
• `No diagrammatic drawing of how this occurs, just photos of gross anatomy.'
• `Not really explained at all.'

Now onto the second body function...did the multimedia preparation materials enable this group of students recognise how `irritation of the phrenic nerve might result in synchronous diaphragmatic flutter'? Once again, a similar experience was recorded. This student group seemed fairly evenly divided on this one too. A little more of them thought the multimedia preparation materials enabled them to recognise how irritation of the phrenic nerve might result in synchronous diaphragmatic flutter (43 percent yes, to 38 percent no).

Recognised Irritation of the Phrenic Nerve

 

From those who found the multimedia preparation materials helpful in recognising how `irritation of the phrenic nerve might result in synchronous diaphragmatic flutter' (forty-three percent in this case), we wanted to know what specific feature(s) of the materials had enabled them to achieve that? This is what they identified and said:

• `Clear nerve passing over the heart and contracting the diaphragm. Great slide!!!'
• `When following the nerve passing over the heart, it could be seen joining the diaphragm. Shown where it crosses over heart clearly and labelled.'
• `Because the surrounding tissue was cleared from the heart and phrenic nerve. It was very easy to see the relationship between the nerve and the diaphragm.'
• `Good clear pictures with accompanying description.'
• `Good description of the processes that occur to cause thumps.'

And from those who had not found the multimedia preparation materials helpful in recognising how `irritation of the phrenic nerve might result in synchronous diaphragmatic flutter' (thirty-eight percent of them in this case), we wanted to know, what they thought was the problem? This is what they pointed at:

• `Unclear.'
• `Seemed to show just where the nerve ran and not what it did.'
• `Not much written details supplied on the computer programs. It is more useful for the location and relative location of structures grossly.'

From the Dissection Session

Next, we wanted to know if, from the dissection session, students were able to see, do and achieve certain types of understanding that we expected to occur. These were: being able to find what they expected to find; being able to develop a mental picture of the course of the vagus nerve through the thorax; being able to palpate the third intercostal space; and finally, being able to insert a needle into the right ventricle of the heart.

First, during the dissection session, were the students able to find what they expected? The majority (seventy-three percent) of the group found what they expected to find. A smaller number (twenty-four percent) of the group were unable to do this.

Found What I Expected

 

Why some of the students were unable to find what they expected was a concern for us. So we asked students if that was the case for them, then what did they think was the problem? The problems they identified related to the manner, in which the task was attempted, some level of haste and carelessness on their own part, and sometimes the quality of specimen as well was a problem. Here is a selection of the problems identified by students, in no special order of importance or frequency.

• `Often I was lost when I got to the detail because the program didn't show it well.'
• `Often we manage to sever, remove or damage material before we came to looking at it.'
• `Sometimes the dogs were in relatively poor condition and we would mess up the dissection.'
• `Making nervous incisions into muscles.'
• `Sometimes it was bit difficult especially when starting and a few of the practicals there was too little time.'
• `It is sometimes hard to identify small vessels and nerves. Many are in close proximity and look the same. It can be difficult to differentiate these.'
• `Stubborn group members and too many people per dog. Practical too stressful. Dissection procedure not detailed/specific enough. Could not pre-read for practical since notes were not given out until in practical room.'
• `The problem of not seeing certain structures were, at times, due to the illogical way the dissection procedures was written (shifting from one region to another without being notified in the notes).'
• `Some of the structures can be found theoretically but practically it is very hard to find.'

As teachers of this subject matter, we have often had difficulty with getting students to develop a mental picture of the course of various nerves and muscles in a dog's anatomy. So we asked students if from the dissection session, they were able to achieve such a mental picture of the course of the vagus nerve passing through the thorax. The bulk of the student group (sixty-eight percent) had no problems developing such a mental image.

Developed Metal Picture of Passage of the Vagus Nerve

 

We were interested in knowing if there were specific features of the dissection session that enabled them to develop this mental picture. We asked them that and most of their responses suggested learning by doing, or being explained the path of the nerve either via the multimedia-based preparation session or by a demonstrator.

• `Opening of thoraxis cavity helped me.'
• `Actually seeing the nerve made it stick in my mind.'
• `Dissecting and following it. Do it and see it rather than imagine it.'
• `Basically going through it with demonstrator.'
• `You could actually follow the nerve and see where it went.'
• `Preparation session.'
• `The vagus nerve within our dog was very clear especially after the multimedia session. This was true for most structures (esp. vessels and nerves).'
• `Being able to move around objects in the thoracic cavity and seeing how the nerve sat relative to these.'
• `RAD presentation was very helpful. It would have been harder if we relied just on the dissection.'

Twenty-five percent of this student group was unable to achieve this mental image. So what did they think was the problem? Some of their problems were concerned with the multimedia- based preparation session, and others with the nature and amount of information that was provided.

• `Holes in the pathway and found them difficult to visualise.'
• `I needed to look at the specimen in order to orientate myself and picture what is where.'
• `More explanation in the notes is needed regarding exactly where we are looking and where it runs.'
• `Would be good if had `maps' of vessels on the multimedia program because nerves and vessels etc. are hard to picture and track their course.'
• `RAD failed to give overall picture centred on specific bits. If you could have a general revision slide showing how everything fits together.'
• `It wasn't clear exactly how long the nerve ran from. It would have been better to place indicators to where it ran even if you couldn't see the parts on the multimedia session.'

As shown in Figure 9, almost all of the students in this cohort (ninety-four percent) were able to `palpate the third intercostal space'.

Palpate the 3rd Intercostal Space

 

What specific feature(s) of the dissection session enabled them to be able to do this was of interest to us, so we inquired into that. Many of the comments pointed to the usefulness of the multimedia-based preparation session.

• `This was shown on the multimedia (video) and was easy to find.'
• `By feeling along the rib cage and the visual picture that was given in the multimedia sessions.'
• `But only after reading (was not in procedure) text as to its position, cardial to scapula.'
• `Feel the ribs and count from backward i.e. Cardial to cranial to find the third space.'
• `From the RAD I got an idea where the space was, although I wasn't certain that it was correct until I took the leg off and saw it was the correct ribs.'
• `Clear image from multimedia presentation of where to locate 3rd intercostal space.'
• `The video gave a clear dissection procedure and exactly where the third intercostal space was.'
• `The dissection note and knowledge gained from lectures.'

Interestingly though, not as many of the students could "insert a needle into the right ventricle of the heart'. Only sixty-seven percent of the student group was able to do this task.

Could Insert Needle into Right Ventricle

 

These students identified a number of features that enabled them to achieve this task. Some of the most commonly mentioned ones are cited in the following.

• `It was really the lectures which helped me do this.'
• `It took a few goes, but with help I was able to withdraw some blood.'
• `Instructions on dissection procedure sheet.'
• `Used the intercostal space as landmarks.'
• `Being able to appreciate location of Right Ventricle in relation to the rest of the body."
• `We were able to identify specific portions of the heart from knowledge on landmarks on the external (pericardial) surface.'
• `Videos, 3rd and 4th intercostal space. Demonstrator help.'

Why were twenty-nine percent of the students unable to do that? Here is selection of some of the commonly cited reasons, many of which had to do with the specimen itself.

• `The dog was too frozen.'
• `Fat dog, heart shifted position.'
• `Our dog was too big for the needle.'
• `The heart had tipped backwards due to damage of the diaphragm.'
• `The directions in the presentation were clear, however, the heart of the dog we were dissecting had moved in relation to its normal position, so we were unable to locate it where it should have been.'
• `The heart had moved back further into the thoracic-cavity. It may have hit the heart but no blood could be drawn out. It may have coagulated or possibly hit the wrong part of the heart.'

Use of Fresh Tissues and Specimens

A major impetus of this project was the inherent problems we have faced in the practical dissection of the dog as a type species in the study of its regional anatomy. This component of the course (comprising a total of 64 hours of study spanning a period of 3 months) requires that dog cadavers be preserved and then utilised repetitively during this time. While this is a traditional and widely utilised approach, it has inherent problems.

The preserved tissues lack the texture, colour, and appearance of fresh tissues, and thus give an inappropriate impression of normal structures. The handling and cutting of this preserved tissue is quite unlike cutting fresh material, so it does not adequately prepare the students for handling fresh tissue during surgery and autopsy examination. And the concentrated focus on a single cadaver by each practical group does not necessarily prepare the students for the range of normal variations in anatomy that occur between animals. These are only some of the problems with using preserved tissues and specimens in teaching the subject.

The use of fresh tissue and specimens for these dissection classes would allow students to experience the appearance, nature, and handling qualities of normal tissues in situ, as well as to begin to learn correct instrument handling techniques on natural tissues in preparation for later instruction in the course, in particular Pathology and Surgery.

As part of our evaluation we asked students a couple of questions about the use of fresh tissues and specimens in this project. These were concerned with whether the use of fresh tissue and specimens encouraged them to `want to learn anatomical details'; if it encouraged them to `try to remember anatomical details'; and finally if `being able to manipulate fresh specimens enabled them to clearly see how muscles act on bones to move them'?

So, did the use of fresh tissues and specimens `encourage students to want to learn anatomical details'. There was resounding yes to this question and no doubt about it at all.

Fresh Tissue Encouraged Learning of Details

 

The reasons for this were quite obvious and unanimous.

• `The use of fresh specimens is much more pleasant and realistic.'
• `It was certainly much more `inviting' to be working on fresh dogs. We also saw a lot which is not visible on dog which has been preserved/treated with Formaldehyde.'

Next, did the use of fresh tissues and specimens encourage them `to try to remember anatomical details'? Again there was a resounding yes to this question.

Fresh Tissue Encouraged Remembering of Details

 

What were the reasons for this? Quite simple.

• `Fresh specimens are really good. Details (e.g. Muscle definition) easier to see, not as smelly.'
• `I liked fresh tissues very much, also good getting different dog each time. Starting from fresh helped in revision.'

Finally, we asked students if being able to manipulate fresh specimens enabled them to clearly `see how muscles act on bones to move them'? Once again their answers were a resounding yes.

Manipulation of Fresh Specimen enabled clear view of Muscles and Bones

 

We asked students, if this were the case then, could they specify the specific feature(s) of the dissection session that enabled them to see that? Many of their comments had to do with the use of fresh tissue and specimen, a selection of which are produced below:

• `I could see tendon attachments working.'
• `Palpation of specific sites. When pulling tendons and muscles it was possible to see how the bones responded/acted and how joints moved etc.'
• `Use of fresh specimen each week. Also revision dogs can look at different groups of muscles working together and hence gain a better understanding of how they all fit.'
• `Use of fresh specimens i.e. before the tendons had become hard and crusty was useful.'
• `Able to see the real colour of the tissues without the formalin smell. The fresh muscle still had the rigid strength as if it were a dissection in surgery.'

Focusing the Evaluation

Evaluation Questionnaire

if yes - What specific feature(s) of the preparation session enabled you to achieve that?

....................................................................................................................................

if no - What do you think was the problem?

...................................................................................................................................

.................................................................................................................................

2b.The multimedia preparation session enabled me to recognize how:

• irritation of the phrenic nerve might result in synchronous diaphragmatic flutter (thumps).

Yes

if yes - What specific feature(s) of the preparation session enabled you to achieve that?

if no - What do you think was the problem?

1. During the dissection session I found what I expected to find.

Yes

if no - What do you think was the problem?

1. From the dissection session:
2. I developed a mental picture of the course of the vagus nerve through the thorax.

Yes

if yes - What specific feature(s) of the dissection session enabled you to do that?

if no - Why do you think you were unable to achieve that?

4b. From the dissection session:

• I could palpate the third intercostal space.

Yes

if yes - What specific feature(s) of the dissection session enabled you to do that?

if no - Why were you unable to do that?

4c. From the dissection session:

• I could insert a needle into the right ventricle of the heart.

Yes

if yes - What specific feature(s) of the dissection session enabled you to do that?

if no - Why were you unable to do that?

1. The use of fresh tissues and specimens:

1. Being able to manipulate fresh specimens enabled me to clearly see how muscles act on bones to move them.

Yes

if yes - What specific feature(s) of the dissection session enabled you to see that?

if no - Why were you unable to see that?