Plastinated Prosections and Nomenclature Charts Are Valuable Supplementary Learning Resources for Veterinary Anatomy Students in Dissection Classes and for Self-Study.

Abstract

Anatomy is a central pillar of veterinary education, and it is an ongoing goal to optimize teaching methods so that students are well-prepared for their future practice. In the present study, we investigated whether plastinated prosections could serve as valuable supplementary learning tools during organized dissection courses and for self-studies. To enable independent student use, we also created nomenclature charts describing the anatomical structures on the prosections. Our study involved 89 veterinary students in their third semester of veterinary education, studying organ-based anatomy. The teaching intervention took place during four dissection classes, where all students dissected formalin-fixed dog cadavers, and where half of the students had access to additional in-house plastinated prosections with associated nomenclature charts, while the remaining students did not. After each dissection class, the students were given an immediate knowledge test and were asked about their perceived learning benefits. Subsequently, the plastinated prosections and nomenclature charts were available for all students for self-study for exam preparation, in addition to digital access to the nomenclature charts. Our results showed that the students frequently used the learning supplements and expressed high satisfaction with the plastinated prosections and the nomenclature charts but did not perform significantly better on the knowledge tests. A postexam survey revealed that the plastinated prosections and nomenclature charts were among the top three most frequently used learning resources for the exam. In conclusion, plastinated prosections and associated nomenclature charts are valuable learning supplements in veterinary anatomy education, both during organized dissection courses and for self-studies.