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Student Perceptions of Veterinary Anatomy Practical Classes: A Longitudinal Study.

Erica Gummery, Kate A Cobb, Liz H Mossop

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|November 4, 2017

Summary

This summary is machine-generated.

Veterinary students find cadaver-based anatomy classes valuable for developing practical skills. Their positive perceptions remain consistent throughout their undergraduate education, highlighting the importance of this teaching method.

Keywords:

anatomy classes cadaver teaching clinical skills dissection prosections student perception

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Area of Science:

Veterinary Anatomy Education
Medical Pedagogy

Background:

Cadaver-based learning is a traditional method in veterinary education.
Limited research exists on its impact on student learning and perceptions.
Challenges associated with using cadaveric material in teaching are well-documented.

Purpose of the Study:

To investigate veterinary students' perceptions of cadaver-based anatomy classes.
To assess how these perceptions change throughout a vertically integrated curriculum.
To evaluate the contribution of cadaveric material to anatomy learning and clinical preparedness.

Main Methods:

A longitudinal study design was employed.
Questionnaires with Likert-scale statements and free-text boxes were administered.
The study involved second-year and fourth-year veterinary students at the University of Nottingham.

Main Results:

Students strongly agreed that cadaver-based activities enhance their learning.
A high value was placed on opportunities for practical skill development.
Perceptions remained largely consistent between the second and fourth years of study.

Conclusions:

Cadaver-based anatomy teaching is perceived as beneficial by veterinary students.
Integrating clinical skills training enhances the anatomy curriculum.
Effective utilization of cadaveric materials is crucial for veterinary anatomy education.