Plastinate Library: A Tool to Support Veterinary Anatomy Learning
The shortage of both time for anatomy courses in the new veterinary medicine curriculum and instructors prepared to teach biomedical sciences has raised a crisis in anatomical education. Often, students spend time out of their classes trying to learn not only concepts but also laboratory-wise conten...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-01-01
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| Series: | Animals |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-2615/14/2/223 |
| _version_ | 1797344762658816000 |
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| author | Rafael Senos |
| author_facet | Rafael Senos |
| author_sort | Rafael Senos |
| collection | DOAJ |
| description | The shortage of both time for anatomy courses in the new veterinary medicine curriculum and instructors prepared to teach biomedical sciences has raised a crisis in anatomical education. Often, students spend time out of their classes trying to learn not only concepts but also laboratory-wise content from 2D materials such as books and videos. In addition, since the global COVID-19 pandemic lockdown, studying and habits have been reviewed, with many people adopting an at-home style. The purpose of this study was to evaluate students’ acceptance of taking plastinate anatomical specimens to study at home. Thirty-three students were divided into three groups. G1 took home a set of kidneys composed of equine, bovine, and swine materials; G2 took home a pig kidney; and G3 (control) did not take any plastinate specimen home. Acceptance was assessed using an anonymous survey and interview. The method had high acceptance by the students, who believed that having the plastinate library was advantageous from different perspectives, including aiding with learning the differences between kidneys from different species, time flexibility, no commute to study after hours of laboratory classes, and time redistribution to prioritize the laboratory topics. The plastinate library has the potential to be a supportive tool for anatomy students in the contemporaneous veterinary curriculum paradigm, considering that the G1 and G2 groups used the plastinate specimens at home to complement the time they spent in the laboratory. |
| first_indexed | 2024-03-08T11:08:39Z |
| format | Article |
| id | doaj.art-a13a5f567eb14038a8677a4f8f52aa6c |
| institution | Directory Open Access Journal |
| issn | 2076-2615 |
| language | English |
| last_indexed | 2024-03-08T11:08:39Z |
| publishDate | 2024-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Animals |
| spelling | doaj.art-a13a5f567eb14038a8677a4f8f52aa6c2024-01-26T14:31:08ZengMDPI AGAnimals2076-26152024-01-0114222310.3390/ani14020223Plastinate Library: A Tool to Support Veterinary Anatomy LearningRafael Senos0Department of Biomedical Sciences, College of Veterinary Medicine, Cornell University, 240 Farrier Road, Ithaca, NY 14853, USAThe shortage of both time for anatomy courses in the new veterinary medicine curriculum and instructors prepared to teach biomedical sciences has raised a crisis in anatomical education. Often, students spend time out of their classes trying to learn not only concepts but also laboratory-wise content from 2D materials such as books and videos. In addition, since the global COVID-19 pandemic lockdown, studying and habits have been reviewed, with many people adopting an at-home style. The purpose of this study was to evaluate students’ acceptance of taking plastinate anatomical specimens to study at home. Thirty-three students were divided into three groups. G1 took home a set of kidneys composed of equine, bovine, and swine materials; G2 took home a pig kidney; and G3 (control) did not take any plastinate specimen home. Acceptance was assessed using an anonymous survey and interview. The method had high acceptance by the students, who believed that having the plastinate library was advantageous from different perspectives, including aiding with learning the differences between kidneys from different species, time flexibility, no commute to study after hours of laboratory classes, and time redistribution to prioritize the laboratory topics. The plastinate library has the potential to be a supportive tool for anatomy students in the contemporaneous veterinary curriculum paradigm, considering that the G1 and G2 groups used the plastinate specimens at home to complement the time they spent in the laboratory.https://www.mdpi.com/2076-2615/14/2/223animaleducationmorphologyplastinationremoteteaching |
| spellingShingle | Rafael Senos Plastinate Library: A Tool to Support Veterinary Anatomy Learning Animals animal education morphology plastination remote teaching |
| title | Plastinate Library: A Tool to Support Veterinary Anatomy Learning |
| title_full | Plastinate Library: A Tool to Support Veterinary Anatomy Learning |
| title_fullStr | Plastinate Library: A Tool to Support Veterinary Anatomy Learning |
| title_full_unstemmed | Plastinate Library: A Tool to Support Veterinary Anatomy Learning |
| title_short | Plastinate Library: A Tool to Support Veterinary Anatomy Learning |
| title_sort | plastinate library a tool to support veterinary anatomy learning |
| topic | animal education morphology plastination remote teaching |
| url | https://www.mdpi.com/2076-2615/14/2/223 |
| work_keys_str_mv | AT rafaelsenos plastinatelibraryatooltosupportveterinaryanatomylearning |