Abstract
The aim of the study is by making the osteology information given in the theoretical part of the anatomy course more understandable in the practical courses; to increase the effectiveness of osteology education. Three dog cadavers were used as animal material. The bones of the cadavers were cleaned with the maceration method. Holes were drilled on the articular surface of the bones and powerful magnets were embedded in such a way that they were facing each other. Magnets were placed between the head and mandible, C1-C6 vertebrae in the anterior and posterior limb joints. Thus, the demountable skeleton was obtained. The possible contributions of these skeletons to the learning of osteology were evaluated by considering the questionnaire, quiz, midterm exam, end-of-year exam, and course success rate made to the 1st year students (n:38) that took the Anatomy I course in Aydın Adnan Menderes University Veterinary Faculty. The students participating in the study were randomly divided into 3 groups. In practice lessons, Group 1 studied with the demountable skeleton model and bones; group 2 studied with the traditional (fixed at the joints) skeleton and bones, group 3 studied only with bones. In the quiz exam, 16 questions were asked to the groups about the bones of the forelimb; It was seen that the highest average of correct answers given to the questions belonged to group 1. According to the midterm exam results, it was seen that the highest grade point average belonged to Group 1, and similarly, the success rate of the Anatomy 1-semester exam was found to be high in Group 1. In the results of the questionnaire evaluating the effectiveness of the educational materials given in the study, it was determined that the students in all groups mostly preferred to work with the demountable skeletons. According to the results of the study, it can be said that the success and motivation of the students working with the demountable skeleton are positively affected.
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