Attitude of Veterinary Students to Cadaveric Dissection in Teaching and Learning Veterinary Anatomy in the Caribbean

Mohamed, Reda

doi:10.5296/ire.v8i1.16761

Cited by 8 publications

(9 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Anatomy education includes class teaching of theoretical parts, practical classes using dissected and prosected cadavers, plastinated specimens, plastic models (when possible), and modern imaging modalities, such as computed tomography and magnetic resonance imaging (Guevar and Rea, 2020). Practical anatomy is an essential part in veterinary students' education to understand the normal animal structure through cadaver dissection, which is considered the basic and most effective educational tool for learning and teaching the normal architecture of the body, and to develop surgical skills (Tiplady et al, 2011;Gutierrez et al, 2017;Mohamed, 2020). The traditional teaching of veterinary anatomy provides a direct contact (visual, tactile, and smell) with the anatomical specimens.…”

Section: Anatomy Teaching Before Covid-19mentioning

confidence: 99%

Evaluation of the Emergency Remote Learning of Veterinary Anatomy During the COVID‐19 Pandemic: Global Students’ Perspectives

Mahdy

Ewaida

2022

Front. Educ.

View full text Add to dashboard Cite

Purpose: The present study assessed the shift to remote teaching of veterinary anatomy during the COVID‐19 pandemic based on students’ perspectives.Methods: Participants were invited to answer an anonymous online Google Form questionnaire using the snowball sampling method. Only students who studied anatomy online during the COVID-19 lockdown period were eligible to answer the questionnaire. A mixed-method research design was used to evaluate students’ perspectives.Results: A total of 961 participants were enrolled in this study from 87 countries and six continents. Data showed that the majority of students (81.6%) were interested in studying anatomy online during the COVID-19 lockdown. Moreover, approximately 82% of students were comfortable with the technological skills, and approximately 61% of students can understand online anatomy well during the lockdown. Furthermore, approximately 52.76% of students believed that online learning of anatomy suited for theoretical, 8.74% believed that it suited for practical parts, and 30.28% believed that it suited for both theoretical and practical parts. On the contrary, about 36.63% of students thought that online learning of anatomy could replace face-to-face teaching. In conclusion, shifting to remote teaching appears to be a good and convenient approach during the lockdown period as shown by students’ interest to study anatomy online during the COVID-19 lockdown, their comfortability with the technological skills, and their level of understanding. However, practical classes with cadaver dissection and dealing with different anatomical specimens is essential for veterinary students; therefore, blended learning is recommended.Conclusion: The study highlighted several challenges associated with studying anatomy online during the lockdown period and recommendation to overcome these challenges.

show abstract

Section: Anatomy Teaching Before Covid-19mentioning

confidence: 99%

Evaluation of the Emergency Remote Learning of Veterinary Anatomy During the COVID‐19 Pandemic: Global Students’ Perspectives

Mahdy

Ewaida

2022

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…7 Although the new tools undoubtedly enrich the possibilities of teaching, the study of cadavers remains a highly valuable teaching tool for both instructors and students who consider dissection and the study of prosections important for their academic formation, providing a greater understanding of the animal body. [8][9][10] Thus, studying animal anatomy on cadavers is considered fundamental for the basic training of veterinary students and as a basis for future veterinary professionals. [9][10][11][12][13] A wide variety of studies prove that the first visit to a dissection room can generate stress and anxiety in students from the health sciences.…”

mentioning

confidence: 99%

“…[8][9][10] Thus, studying animal anatomy on cadavers is considered fundamental for the basic training of veterinary students and as a basis for future veterinary professionals. [9][10][11][12][13] A wide variety of studies prove that the first visit to a dissection room can generate stress and anxiety in students from the health sciences. These reactions and feelings have been studied in medical students from different countries, such as Germany, 1,14 France, 15 Turkey, 16 Hungary, 17 Ireland, 18 Nigeria, 19 South Africa 20 and Spain, 21,22 and in students from other health science disciplines.…”

mentioning

confidence: 99%

Anxiety, emotions, and thoughts of veterinary medicine students during their first visit to the dissection room

Terrado

Gómez

Chicharro

et al. 2023

Anatomical Sciences Ed

View full text Add to dashboard Cite

The use of cadavers is essential for veterinary anatomy learning. However, facing an animal corpse can be stressful for veterinary students because of their empathy toward animals. The objective of this study was to evaluate veterinary medicine students' emotions, feelings, and anxiety levels related to practicals with dog cadavers. Two questionnaires were administered to 1st year students (n = 168) at CEU Cardenal Herrera University in Valencia (Spain) before and after their first practical session with cadavers. The application of State–Trait Anxiety Inventory questionnaires showed that “state anxiety” decreased significantly (p < 0.05), from a score of 14.8 before the practical to 10.4 after, and that female students showed higher but not significantly different levels than males. Most (64%) of the students were not willing to donate the bodies of their pets, and those students were more stressed before the practical than their peers, although their anxiety levels significantly decreased by the end of the session. The majority of the students answered positively about emotions, such as feeling calm, safe, not nervous, relaxed and not worried before the practical, and this increased significantly to more than 80% by the end of the session. The visualization of educational videos prior to the session was evaluated positively by students. These results agree with those reported in other health science disciplines, showing that students face practical sessions with corpses in a similar way and suggesting that the use of videos can help decrease anxiety and enhance their learning experience.

show abstract

“…The scientific method to train students is to associate the laboratory classes with lectures (Heath 1965-6). In this connection, the effective method to deliver practical knowledge of veterinary anatomy and in developing surgical skills is to teach by practice via dissection of animal cadavers (Mohamed, 2020). Prophet Mohammad (P.B.U.H) applied teaching by practice when he saw a boy who was skinning a sheep and said to him: "Let me teach you."…”

Section: Teaching By Practicementioning

confidence: 99%

Teaching and Learning Methods Used by Prophet Muhammad P.B.U.H and Their Implementation in Veterinary Anatomy Education

Mohamed

2021

JIS

Self Cite

View full text Add to dashboard Cite

The use of various teaching methods allows the teachers to accommodate the different learning styles of the students and allow the students to be active learners and to understand the subjects better as well as to be motivated to learn more. Prophet Muhammad (P.B.U.H) was the first perfect teacher and instructor, and one of his duties was to teach people the revelations that he received from Allah. He selected the best and most effective brilliant methods of teaching, thus helping the listener to clearly understand and remember the knowledge he taught. The learning-teaching methods of the Prophet Muhammad were extracted from his education activities such as face- to-face lecturer, writing method, Question-Answer method, teaching by practice, practical lessoning, brainstorming, and drawing to teach the foundations of Islam. Learning-teaching methods and techniques that the Prophet Muhammad (P.B.U.H) used in spreading his mission were proven to be effective and successful by applying them in today’s educational understanding of veterinary anatomy.

show abstract

Attitude of Veterinary Students to Cadaveric Dissection in Teaching and Learning Veterinary Anatomy in the Caribbean

Cited by 8 publications

References 8 publications

Evaluation of the Emergency Remote Learning of Veterinary Anatomy During the COVID‐19 Pandemic: Global Students’ Perspectives

Evaluation of the Emergency Remote Learning of Veterinary Anatomy During the COVID‐19 Pandemic: Global Students’ Perspectives

Anxiety, emotions, and thoughts of veterinary medicine students during their first visit to the dissection room

Teaching and Learning Methods Used by Prophet Muhammad P.B.U.H and Their Implementation in Veterinary Anatomy Education

Contact Info

Product

Resources

About