Physical Reactions of Nigerian Health Sciences Students to Formaldehyde Used as Cadaver Preservatives

Aja, Moyosore Salihu; Oluwakemi, Oluwasike; Ola, Aribidesi Luqman; Olawepo, Ayokunle; Ad, Gbenga Anthony; J, Sikiru Adekunle; Abio, Adesola Idowu

doi:10.3923/rjasci.2011.20.24

Cited by 3 publications

(2 citation statements)

References 8 publications

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“…In contrast, this may not be the case for developing countries like Nigeria, where formaldehyde and its biological effect is still a common phenomenon [4] [16]. Studies in the western world and Nigeria: on the effect of formaldehyde exposure to students in gross anatomy laboratory showed that its effect on the eyes and the upper respiratory tract are common [1] [4] [8] [16].…”

Section: Introductionmentioning

confidence: 99%

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Nasal Response from Formaldehyde Exposure Used as Cadaver Preservative among Pre-Clinical Medical Students in a Nigerian Medical College

Abdullahi¹,

Zagga²,

Iseh³

et al. 2014

IJOHNS

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Background: Formaldehyde is commonly used for cadaver preservation in most anatomy laboratories with medical students at risk of acute toxic reactions involving the mucosal surface of the upper respiratory tract. Aım: To assess the nasal induced physical reactions from formaldehyde exposure among pre-clinical medical students. Materials and Method: This is a cross sectional, anonymous questionnaire-based study that included 119 preclinical medical students who took human anatomy laboratory course in the year 2012 at the College of Health Science of the Usman Danfodiyo University, Sokoto, Nigeria. Results: One hundred and nineteen students responded to the questionnaires. There were 82 males and 37 females with a ratio of 2.2:1. Fifty nine (49.6%) of the respondents had watery rhinorrhea, nose itching 41 (34.5%), excessive sneezing 34 (28.6%), nasal obstruction 32 (26.9%), hyposmia 23 (19.3%) and 6 (5%) epistaxis. Thirty (29.2%) respondents had persistent nasal symptoms throughout the dissection session and nasal obstruction accounted for 40% of those affected. Majority of the respondents 113 (95%) had no knowledge of health hazards and precautions against formaldehyde exposure. Conclusion: Watery rhinorrhea, followed by nasal obstruction were the most common nasal symptoms which were persistent in 36.7% and 40% of the respondents respectively throughout the anatomy dissection sessions. Ninety five percent of the respondents had no knowledge of health hazards and precautions against formaldehyde exposure, therefore we recommend creation of awareness and precautionary measures against formaldehyde exposure in our Nigerian medical schools.

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Section: Introductionmentioning

confidence: 99%

“…Formaldehyde is characterized for its pungent odor, a colorless, flammable gas and soluble in water; its aqueous solution of about 37% formaldehyde is called formalin and is widely used in a tissue preservative in autopsy rooms and in anatomy laboratories to preserve cadaver [1]- [3], particularly in Nigerian medical schools [4].…”

Section: Introductionmentioning

confidence: 99%

Nasal Response from Formaldehyde Exposure Used as Cadaver Preservative among Pre-Clinical Medical Students in a Nigerian Medical College

Abdullahi¹,

Zagga²,

Iseh³

et al. 2014

IJOHNS

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Student perceptions of an upper‐level, undergraduate human anatomy laboratory course without cadavers

Wright

2012

Anatomical Sciences Ed

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Several programs in health professional education require or are considering requiring upper-level human anatomy as prerequisite for their applicants. Undergraduate students are confronted with few institutions offering such a course, in part because of the expense and logistical issues associated with a cadaver-based human anatomy course. This study describes the development of and student reactions to an upper-level human anatomy laboratory course for undergraduate students that used a regional approach and contemporary, alternative teaching methods to a cadaver-based course. The alternative pedagogy to deliver the curriculum included use of commercially available, three-dimensional anatomical virtual dissection software, anatomical models coupled with a learning management system to offer Web-based learning, and a new laboratory manual with collaborative exercises designed to develop the student's anatomical skills and collaborative team skills. A Likert-scale survey with open-ended questions was used to ascertain student perceptions of the course and its various aspects. Students perceived that the noncadaver-based, upper-level human anatomy course with an engaging, regional approach is highly valuable in their learning of anatomy. anatomy.

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Assessing the Effectiveness of 3D-Printed Testes and Ovary Biomodels in Veterinary Reproduction Education: Student-Centered Approach

Kocyigit,

Yuksel,

Yuksel

2023

Journal of Veterinary Medical Education

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The use of biomodels is prevalent across multiple educational disciplines, with a particular emphasis on their utilization in teaching the anatomy of organs. These tools have not only enriched education, but have also provided an alternative to the ethical and cultural controversies, increased costs, and health and safety risks associated with the use of live animals and cadavers. However, while there is limited data on testes and ovary biomodels in the literature, no findings on their effectiveness in education have been reported. Understanding the morphology of testicular and ovarian tissues is vital for veterinarians. This study aimed to investigate the effectiveness of three-dimensional (3D) printed testes and ovary biomodels in veterinary reproduction education and students’ perspective on them. To assess their educational effectiveness, biomodels created to align with specific learning objectives were evaluated against slaughterhouse materials. This comparison was carried out on a total of 94 students divided into two groups. A questionnaire containing 19 different judgments was administered to determine students’ attitudes toward biomodels. Following the assessments, students reported that they perceived biomodels to be a more advantageous resource than the slaughterhouse materials for their practical training ([Formula: see text]: 3.12). In addition, they strongly ([Formula: see text]: 4.14) expressed their wish to use biomodels in other practical fields of veterinary medicine education. As a result, this study demonstrated for the first time that testes and ovary biomodels can be produced to cover learning objectives in veterinary medicine education. In addition, it was observed that veterinary students supported and demanded the use of these biomodels.

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Physical Reactions of Nigerian Health Sciences Students to Formaldehyde Used as Cadaver Preservatives

Cited by 3 publications

References 8 publications

Nasal Response from Formaldehyde Exposure Used as Cadaver Preservative among Pre-Clinical Medical Students in a Nigerian Medical College

Nasal Response from Formaldehyde Exposure Used as Cadaver Preservative among Pre-Clinical Medical Students in a Nigerian Medical College

Student perceptions of an upper‐level, undergraduate human anatomy laboratory course without cadavers

Assessing the Effectiveness of 3D-Printed Testes and Ovary Biomodels in Veterinary Reproduction Education: Student-Centered Approach

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