Special Isue: Virtual anatomy, histology and embryology in research and education. (Special Isue: Virtual anatomy, histology and embryology in research and education.)

This issue contains 13 articles on the use of virtual anatomy, histology and embryology in research and education;digital histological morphometry of the human pineal gland in a postmortem study, with endocrine and neurological clinical implications;an international collaborative approach to learning histology using a virtual microscope;delivery anatomy kits to help keep practical veterinary classes during the COVID-19 pandemic;how virtual animal anatomy facilitated a successful transition to online instruction and supported student learning during the coronavirus pandemic;using videos in active learning in veterinary anatomy;dissection videos as a virtual veterinary anatomy peer learning tool at the University of Tehran during the COVID-19 pandemic;a new virtual platform for teaching comparative animal neuroanatomy based on metameric slices of the central nervous system;application of student remote and distance research in neuroanatomy by mapping Dscaml1 expression with a LacZ gene trap in mouse brain;implementing a multi-colour genetic marker analysis technique for embryology education;impact of COVID-19 on student attainment and pedagogical needs when undertaking independent scientific research;extended reality veterinary medicine case studies for diagnostic veterinary imaging instruction and assessing student perceptions and examination performance and students' performance in teaching neuroanatomy using traditional and technology-based methods. 16 proceedings from the Trans-European Pedagogic Anatomy Research Group (TEPARG) Hybrid Meeting entitled "Hybrid Anatomy Education: Barriers and Enablers for Students and Educators" held in Barcelona, Spain, during 5 March 2022, are also included.

Evaluation of the Attitudes and Opinions of Veterinary School Students on Distance Education During the COVID-19 Pandemic.

This study aimed to determine the attitudes and opinions of the students of veterinary schools in Turkey regarding distance education during the COVID-19 pandemic. The study was conducted in two stages: (1) develop and validate a scale for assessing Turkish veterinary students' attitudes and opinions regarding distance education (DE) (n = 250 students; one veterinary school) and (2) widespread use of this scale amongst veterinary students (n = 1,599 students, 19 veterinary schools). Stage 2 was conducted between December 2020 and January 2021 with students from Years 2, 3, 4, and 5 who had experienced both face-to-face and distance education. The scale contained 38 questions, which were divided into seven sub-factors. Most students considered that practical courses (77.1%) should not continue to be delivered by DE; and that catch-up face-to-face programs (77%) would be required for practical skills after the pandemic. The main benefits of DE were that studies did not have to be interrupted (53.2%) and the ability to retrieve online video material for later study (81.2%). A total of 69% of students considered that DE systems and applications are easy to use. Many (71%) students considered that the use of DE would adversely affect their professional skills, 26.5% expected that the duration of their studies would be extended, but only 18.1% had considered suspending their studies for the period of the pandemic. Therefore, it appeared that face-to-face education was considered indispensable by students in veterinary schools, which provide practice-oriented education in the field of health sciences. However, the DE method can be used as a supplementary tool.

Özet Bu çalismanin amaci, Covid-19 pandemisi sürecinde Türkiye'deki veteriner fakültesi ögrencilerinin uzaktan egitime iliskin tutum ve görüslerini belirlemektir. Çalisma iki asamada gerçeklestirilmistir: Birinci asamada, veteriner fakültesi ögrencilerinin uzaktan egitime (UE) iliskin tutum ve görüslerini degerlendirmek için bir ölçek gelistirilmis ve dogrulanmis (n = 250 ögrenci; bir veteriner fakültesi); ikinci asamada gelistirilen bu ölçek veteriner fakültesi ögrencilerine uygulanmistir (n = 1.599 ögrenci, 19 veteriner fakültesi). Ikinci Asama, Aralik 2020 ve Ocak 2021 tarihleri arasinda hem yüz yüze hem de uzaktan egitimi deneyimlemis 2, 3, 4, ve 5. sinif ögrencileri ile gerçeklestirilmistir. Ölçek, yedi alt faktöre ayrilan 38 soru içermektedir. Ögrencilerin çogu, uygulamali derslerin (%77,1) UE ile verilmeye devam edilmemesi gerektigini ve pandemi sonrasinda pratik beceriler telafi edilmesi için yüz yüze programlarin (%77) gerekli olacagini düsünmektedir. UE'nin baslica faydalari, çalismalarin kesintiye ugramamasi (%53,2) ve daha sonra çalismak için çevrimiçi video materyaline ulasilabilmesi olarak belirtilmistir (%81,2). Ögrencilerin %69'u UE sistem ve uygulamalarinin kullaniminin kolay oldugunu düsünmektedir. Ögrencilerin %71'i UE kullaniminin mesleki becerilerini olumsuz etkileyecegini, %26,5'i egitim sürelerinin uzayabilecegini, ancak sadece %18,1'i pandemi süresince egitimlerine ara vermeyi düsündügünü ifade etmistir. Dolayisiyla, saglik bilimleri alaninda uygulama odakli egitim veren veteriner fakültelerinde yüz yüze egitimin ögrenciler tarafindan vazgeçilmez görüldügü ortaya çikmistir. Bununla birlikte, UE yöntemi tamamlayici bir araç olarak kullanilabilir.

Is there a higher risk of exposure to Coxiella burnetii for pre-clinical veterinary students?

Coxiella burnetii is globally distributed but evidence of zoonotic transmission in the Caribbean region is scarce. The bacterium presence is suspected on the Caribbean island of St. Kitts. The risk of exposure of veterinary students was reported in other regions of the world but is not documented in the Caribbean region. The present study aimed to evaluate the risk of exposure to C. burnetii for pre-clinical veterinary students (mostly coming from the U.S.) attending an island-based veterinary school. A cross-sectional study was conducted to compare incoming and outgoing veterinary students' seroprevalence. Serology was performed using indirect immunofluorescence assay to test Coxiella burnetii Phase I and Phase II immunoglobulins M and G. Background data were gathered using a standardized questionnaire. A parallel study enrolled veterinary school employees in the same university. Of the 98 participants (48 incoming and 50 outgoing students), 41 (41.8%, 95 %CI: 31.9-52.2) were seropositive to C. burnetii. There was no significant difference between the two groups (45.8% for incoming vs. 38.0% for outgoing students) (p = 0.4). No risk factors (demographic, animal handling practices or background) were significantly more reported in the seropositive group. In the employee study, the seroprevalence was high with 8/15 seropositives (53.3%, 95 %CI: 26.6-78.7). Pre-clinical veterinary students do not have a higher risk of exposure to C. burnetii by attending the veterinary school in St. Kitts, but they are highly exposed before arrival on the island (seroprevalence of 45.8%). Most of these participants had experience with animals either through farming or previous veterinary technician employment. This indicates a high exposure in the U.S. young population aiming to become veterinarians. There is an urgent need to increase C. burnetii surveillance in animals and humans to apply relevant prevention and control measures, including recommendations for vaccination of students and professionals at risk.

Online anatomy teaching during the COVID-19 pandemic: assessing the perceptions of undergraduate veterinary medical students.

Objective: To explore veterinary students' perceptions of online anatomy teaching during the COVID-19 pandemic. Materials and Methods: A cross-sectional study was conducted at the School of Veterinary Medicine, where we collected data from year 1 and 2 undergraduate students. A Google Form link to the questionnaire and an introductory message were sent via email to all 68 students who had participated in an online anatomy class between March 2020 and May 2021. Results: The response rate was 82.2% (56/68). Most students were female (71.43%) and between the ages of 18 and 22 years old (83.93%). Overall, 58.1% of the students found it difficult to learn online anatomy, and most (82%) agreed that it was difficult to learn practical topics online. Nevertheless, 58.9% of the responding students recommended the continued use of online strategies in teaching this subject. Students reported that they could communicate with the lecturer and receive feedback. Perceived benefits of online learning included the convenience of attending class at home and having more available time, as well as the availability of prerecorded videos of course topics. Conclusions: During the pandemic, students got the opportunity to attend online classes from home. Students thought that online practical anatomy was less useful, and this is an area where new ideas can be suggested to help students see how anatomical structures work.

Are Veterinary Students Using Technologies and Online Learning Resources for Didactic Training? A Mini-Meta Analysis

Over the last years, there has been an increase in online educational resources and media device use for educational purposes in veterinary settings. However, an overall analysis of these studies providing measurements of the use of learning resources and media devices could be particularly useful for veterinary teachers. The evolution of technology, coupled with the advent of pandemic-related restrictions in person lessons, has made it imperative that educators consider how students may access educational material, as well as what type of educational material may be available to them. Databases including PubMed, Scopus, CAB s, and Web of Sciences were searched for relevant studies from January 2012 to June 2022. A mini-meta-analysis for proportions was performed using RStudio. Results highlight a high use of portable media devices with differences among countries, continued good use of traditional textbooks, moderate use of online tools, and low use of research papers. The results suggest that despite living in a technologically advanced world, veterinary students have attitudes towards digital resources that cannot be assumed.

Evaluating Student Satisfaction with Remote Learning in a Veterinary School.

Veterinary college curricula are generally offered through face-to-face lectures and laboratories. However, because of the COVID-19 global pandemic, entire veterinary curricula throughout the United States were forced to utilize remote learning with large portions of courses provided through synchronous or asynchronous delivery platforms employing video portal systems in spring 2020. The purpose of this study was to examine the satisfaction of veterinary students who were taught through remote learning with the option of synchronous live streaming lectures or asynchronous recorded lectures for a portion of 1 semester. This study also examined student satisfaction by comparing two cohorts of students taught via remote learning during the same semester (semesters 2 and 4 in the curriculum). The sample population consisted of a convenience sample of 242 veterinary students from one large southeastern veterinary college, who were asked to complete the end-of-semester course evaluation, which included five statements pertaining to remote learning. This study was performed to provide insight into changes that could be considered in the future as veterinary education seeks to utilize advancing technology and increase flexibility in learning while still providing high-quality education. Measures of dispersion and frequency were used to analyze the data. Veterinary students in this study preferred watching recorded lectures to streaming live lectures. Additional responses indicated overall agreement from both groups regarding lecture length, support for remote learning, and available resources for remote learning.