Design and validation of a novel learning tool, the “Anato‐Rug,” for teaching equine topographical anatomy

Abstract

Recognition of anatomical landmarks in live animals (and humans) is key for clinical practice, but students often find it difficult to translate knowledge from dissection-based anatomy onto the live animal and struggle to acquire this vital skill. The purpose of this study was to create and evaluate the use of an equine anatomy rug ("Anato-Rug") depicting topographical anatomy and key areas of lung, heart, and gastrointestinal auscultation, which could be used together with a live horse to aid learning of "live animal" anatomy. Over the course of 2 weeks, 38 third year veterinary students were randomly allocated into an experimental group, revising topographical anatomy from the "Anato-Rug," or a control group, learning topographical anatomy from a textbook. Immediately post activity, both groups underwent a test on live anatomy knowledge and were retested 1 week later. Both groups then completed a questionnaire to ascertain their perceptions of their learning experiences. Results showed that the experimental groups scored significantly higher than the control group at the first testing session, experienced more enjoyment during the activity and gained more confidence in identifying anatomical landmarks than the control group. There was not a significant difference in scores between groups at the second testing session. The findings indicate that the anatomy rug is an effective learning tool that aids understanding, confidence, and enjoyment in learning equine thorax and abdominal anatomy; however it was not better than traditional methods with regards to longer term memory recall.

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

“…The model was however at least as beneficial as the textbook, since student test scores post‐learning exercise were similar regardless of study method. The lack of difference between Experimental and Control groups falls in contrast to a similar study of comparable design (Braid et al, ) which found 16% higher performance in students who had used a model horse wearing an anatomical rug depicting anatomical structures compared to those studying using textbooks alone. On initial inspection the learning exercises in the two studies appear similar–using color and simple illustration on a life‐sized model to aid learning.…”

“…On initial inspection the learning exercises in the two studies appear similar–using color and simple illustration on a life‐sized model to aid learning. However, a key difference is that the “Anatorug” (Braid et al, ) was interactive, allowing students to stick labels to the rug. This simple addition of an “active” component to the resource may account for the apparent greater efficacy of the “Anatorug” over the painted model in the current study.…”

“…These often aim not to replace traditional methods, but to complement and enhance the learning experience. At the study institution, haptic technology (Kinnison et al, ), plastination (Latorre et al, ), near‐peer teaching (Hall et al, ), and physical anatomical models (Braid et al, ; Preece et al, ) have been successfully integrated into the veterinary anatomy curriculum. Elsewhere, body painting (Finn et al, ; Senos et al, ), ultrasound (Pawlina and Drake, ; Jamniczky et al, ), three‐dimensional (3D) printing (Smith et al, ), artistic approaches (Backhouse et al, ), and computer‐based learning systems (Khalil et al, ) have also been shown to be effective alternatives, and add diversity to the curriculum.…”

Laparoscopic‐Guided Compared to Skilled Instructor Support for Student Rectal Examination Training Using Live Horses in the Veterinary Curriculum

“…Based upon our collective experience with various types of veterinary student rectal palpation training, it is clear that many of the palpable structures within the abdomen (namely the spleen, nephrosplenic ligament or space, small intestinal mesenteric root, cecum or ventral cecal band, small and large intestine, and reproductive structures) are often difficult for students to identify. Presumably this results from a lack of understanding of the location and characteristic tactile sense of the structure and difficulty on the students' part making the transition from dissection‐based anatomy classes to identification via rectal examination . It is likely that the improved learning outcome achieved with laparoscopic‐guidance during this study results directly from the immediate, combined visual and tactile sensory feedback that this technology enables for students, and the superior guidance and teaching opportunities laparoscopy grants instructors.…”

Acceptance of the bodypainting as supportive method to learn the surface locomotor apparatus anatomy of the horse

“…Notwithstanding, the application of novel techniques for teaching veterinary anatomy in live animals is still rare [2].…”