Dissection Of Animals Research Articles

Teaching Methodologies of Gross Anatomy Education for Undergraduate Physiotherapy Students: An Updated Scoping Review

Gross anatomy provides essential knowledge about the structure and function of the human body. Understanding human anatomy requires specific skills from physiotherapy students to comprehend and memorize the location and relationships of anatomical structures. This review aims to summarize the current evidence on teaching methodologies in anatomy education for undergraduate physiotherapy students. A scoping review was conducted consulting the PubMed, EBSCO, SCOPUS, and Web of Science databases. By analyzing ten studies involving over 1380 students, we identified four primary pedagogical approaches: the use of technological tools, combined traditional methods (such as dissections and radiological imaging), interprofessional education, and the innovative use of animal dissections. The findings highlight that hands-on, practical activities, especially those integrating technology (e.g., virtual reality and interactive quizzes), significantly enhance student engagement and knowledge retention. Collaborative learning through interprofessional education was found to foster a deeper understanding of anatomical concepts and improve teamwork skills, which are crucial for clinical practice. Additionally, the inclusion of traditional methods like dissections and radiological imaging, when paired with modern tools, offers a comprehensive approach that bridges theoretical knowledge with practical application. The use of animal dissections also emerged as an innovative strategy to enhance anatomical comprehension. In conclusion, the literature underscores the importance of adopting diverse and innovative teaching strategies in gross anatomy education for physiotherapy students. Such approaches not only enrich the learning experience but also ensure that students are well prepared for the demands of professional practice.

Perspectives on animal experimentation in herbal medicine research: ethical dilemmas and scientific progress

Animal experimentation has long been an integral part of biomedical and cosmetics research, with historical roots dating back to ancient Greece. During that period, physicians constrained by cultural taboos that forbade the use of human cadavers, turned to the dissection of animals for their anatomical studies. The use of specific animal models in research has often been justified by the remarkable biological similarities between animals and humans. However, there are instances where animal models, such as fish and frogs, are used, despite significant disparities in their anatomy and physiology compared to humans. In herbal medicine research, animal experimentation has found various applications. Numerous plant species from diverse global regions, including the United Kingdom, United States, China, India, and Africa, have been studied to identify their pharmacological properties and therapeutic indications. Nevertheless, the use of animals in these studies, while offering undeniable advantages, remains a subject of intense debate and contention, mainly arising from the ethical challenges it presents, as well as the substantial financial burden it imposes, and its inability to reliably predict human responses. This paper, therefore, proposes a comprehensive list of research methodologies that are ethical, practical, cost-effective, and consistent with the real ethos of herbal medicine. These alternative methods, which include in vitro studies, human cell cultures, computational modelling, culturally sensitive clinical trials, and ethnobotanical surveys, have the potential to provide cost-effective healthcare solutions, without subjecting animals to unnecessary suffering.

Enhancing Learning Opportunities in Laboratory Science Using Virtual Reality Lessons: A Use Case

Animal dissections are a common approach to teaching anatomy and physiology, but they are costly, pose safety risks, and raise ethical concerns. Alternatives like computer simulations and synthetic specimens have been explored, but they lack the realism of live dissections. Virtual reality (VR) technology provides a promising solution by immersing learners in a virtual environment that closely mimics real-life dissections and allows for skill development and feedback. VR also removes ethical and emotional concerns associated with dissections and enhances learning opportunities. To explore the effectiveness of VR in anatomy and physiology education, we conducted a detailed survey of 48 students in an undergraduate physiology laboratory course. The survey, administered before and after students performed both a VR frog dissection and an in-person frog dissection, was designed to gauge their perceptions, preferences, and learning experiences with both methods. Results indicate that while no participants considered VR a perfect substitute, a majority (80%) still viewed animal dissections as an essential part of science laboratory courses. Interestingly, 43% of participants expressed a stronger preference for live dissections post-experiment, citing greater excitement and perceived informativeness. In contrast, 25% favored VR or alternative methods, highlighting increased comfort and reduced discomfort. A recurring theme was VR's role as a preparatory or alternative tool for those hesitant towards live dissection. This study underscores VR's potential in addressing traditional dissection methods' limitations and emphasizes the need for further research into VR's effectiveness in anatomy and physiology education. We aim to foster dialogue on the use of alternative technologies in enhancing learning opportunities within laboratory and clinical sciences. This project was funded by the Department of Physiology at Michigan State University. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Youths’ solutions to local invasive species

Youths’ solutions to local invasive species Educating students about real-world, issues such as local invasive species aims to encourage wider engagement with STEM. Climate change and the COVID-19 pandemic are only two examples of global problems requiring help from STEM professionals. However, there exists a shortage in the STEM workforce(1) and less than 25% of youth show interest in pursuing STEM careers.(2) Researchers and educators alike acknowledge the need to get more students interested in STEM. One response is to showcase real-world issues with tangible solutions. In many schools, students complete labs on topics such as chemical reactions or animal dissection. Although these topics are necessary in addressing real-world issues, they may not always help students recognize issues they can immediately take part in solving.(3)

CO-RELATION OF SUSHRUTOKTA NADI YANTRA AND MODERN SURGICAL INSTRUMENT: AN ANATOMICAL PERSPECTIVE

Ayurveda is the oldest medical system, and anatomy is one of the oldest modalities of the medical system. An-cient Indian scientists explored essential knowledge of practical anatomy. Neither in Sushruta nor in charak is there any indication of animal dissection; they perched about human dissection only, and the yantra used in it are also specially designed for human dissection only, which are now adapted by modern with different names. Dissection is the first milestone in the journey of being a doctor. Sushruta, the great sage surgeon, philosopher and teacher of ancient India, is renowned worldwide for his contribution to surgery. His conception of surgical instruments, description of quality, methods of manufacture and usage are unique, as there were no earlier com-prehensive descriptions of similar surgical instruments by any surgeon in India and the world. Sushruta was the first surgeon in the world to describe different types of surgical instruments, including endoscopes.

Maturation Assessment of Graffian Follicle in Female Mice under Immobilization, Hunger and Noise Stress

Objective: To evaluate the effects of immobilization, noise and hunger stress on the graffian follicle diameter. Study Design: Laboratory based experimental study. Duration and Place of Study: Department of Anatomy & Department of Pathology, Army Medical College RawalpindiPakistan, with the collaboration of National Institute of Health (NIH), Islamabad Pakistan, from Dec 2013 to Dec 2014. Methodology: Forty (n=40) adult BALBc female mice, having an average weight of 25-27gms. They were all in the pro-estrous phase. All were equally divided into four groups each containing 10mice. Group-A, was marked as control and kept for one month in standard atmosphere of animal house. Group-B was under immobilization stress for 06hrs/day by restricting them in locally made restrainers having 10 compartments each. Group-C was exposed to 100 decibels of noise stress of for 06hrs daily. Group-D was given hunger stress by diet control to average 3g of commercially pelleted food daily, which is around 50% of ad libitum food intake. Dissection of Animals was done after one month. For histological study ovaries were treated, fixed and stained. Graffian follicle diameter was measured. SPSS version 20 was used for statistical analysis. Results: mean values of graafian follicle diameters. Group-A showed statistically significant difference when compared with groups B (p-value <0.001) and D (p <0.005), however Group-C was insignificant (p=0.649). The comparison of Groups B with C (p-value <0.001) and D (p=0.039) showed statistically significant and Group-C and Group-D also had statistically significant difference as p-value <0.001. Conclusion: Diameter of graffian follicle was reduced..

Effect of aqueous extract of Corni Fructus on Aβ_(25-35)-induced brain injury and neuroinflammation in mice with Alzheimer's disease

The purpose of this study was to investigate the effect of aqueous extract of Corni Fructus on β-amyloid protein 25-35(Aβ_(25-35))-induced brain injury and neuroinflammation in Alzheimer's disease(AD) mice to provide an experimental basis for the treatment of AD by aqueous extract of Corni Fructus. Sixty C57BL/6J male mice were randomly divided into a sham group, a model group, a positive control group(huperizine A, 0.2 mg·kg~(-1)), a low-dose aqueous extract of Corni Fructus group(1.3 g·kg~(-1)), a medium-dose aqueous extract of Corni Fructus group(2.6 g·kg~(-1)), and a high-dose aqueous extract of Corni Fructus group(5.2 g·kg~(-1)). The AD model was induced by lateral ventricular injection of Aβ_(25-35) in mice except for those in the sham group, and AD model mice were treated with corresponding drugs by gavage for 24 days. The behavioral test was performed one week before animal dissection. Hematoxylin-eosin(HE) staining was performed to observe the morphology of neurons in the hippocampal region. Flow cytometry was used to detect the apoptosis level of primary hippocampal cells in mice. ELISA kits were used to detect the levels of β-amyloid protein 1-42(Aβ_(1-42)) and phosphorylated microtubule-associated protein Tau(p-Tau) in mouse brain tissues. Immunofluorescence and Western blot were used to detect the expression of related proteins in mouse brain tissues. MTT assay was used to detect the effect of compounds in aqueous extract of Corni Fructus on Aβ_(25-35)-induced N9 cell injury. Molecular docking was employed to analyze the interactions of caffeic acid, trans-p-hydroxy cinnamic acid, isolariciresinol-9'-O-β-D-glucopyranoside, esculetin, and(+)-lyoniresinol with β-amyloid precursor protein(APP), interleukin-6(IL-6), and tumor necrosis factor-α(TNF-α). Aqueous extract of Corni Fructus could improve the learning and memory abilities of Aβ_(25-35)-induced mice by increasing the duration of the autonomous activity, the rate of autonomous alternation, the preference coefficient, and the discrimination coefficient, and reduce Aβ_(25-35)-induced brain injury and neuroinflammation in mice by increasing the expression levels of interleukin-10(IL-10) and B-cell lymphoma-2(Bcl-2) in brain tissues, decreasing the expression levels of Aβ_(1-42), p-Tau, IL-6, TNF-α, cysteine aspartate-specific protease 3(caspase-3), cysteine aspartate-specific protease 9(caspase-9), and Bcl-2-associated X protein(Bax), and decreasing the number of activated glial cells in brain tissues. The results of cell experiments showed that esculetin and(+)-lyoniresinol could improve Aβ_(25-35)-induced N9 cell injury. Molecular docking results showed that caffeic acid, trans-p-hydroxy cinnamic acid, isolariciresinol-9'-O-β-D-glucopyranoside, esculetin, and(+)-lyoniresinol had good binding affinity with APP and weak binding affinity with IL-6 and TNF-α. Aqueous extract of Corni Fructus could ameliorate cognitive dysfunction and brain damage in Aβ_(25-35)-induced mice by reducing the number of apoptotic cells and activated glial cells in the brain and decreasing the expression level of inflammatory factors. Caffeic acid, trans-p-hydroxy cinnamic acid, isolariciresinol-9'-O-β-D-glucopyranoside, esculetin, and(+)-lyoniresinol may be the material basis for the anti-AD effect of aqueous extract of Corni Fructus.

Unfolding the direct connectivity of the occipital cortex with the hypothalamic, septal and BNST nuclei of the human brain

The hypothalamus plays essential roles in the human brain by regulating feeding, fear, aggression, reproductive behaviors, and autonomic activities. The septal nuclei and the bed nucleus of stria terminalis (BNST) are also known to be involved in control of autonomic, motivational, learning, emotional and associative processes in the human brain. Multiple animal dissection studies have revealed direct connectivity between central limbic gray matter nuclei and occipital cortex, particularly from the hypothalamic, septal and BNST nuclei. However, the detailed anatomy of this connectivity in the human brain has yet to be determined. The primary objective of this study was to explore the utility of high spatial and high angular resolution diffusion weighted tractography techniques for mapping the connectivity pathways between the occipital cortex and central limbic gray matter nuclei in the human brain. We studied 30 healthy adult human brains, delineated, and reconstructed the trajectory of the occipito-hypothalamic/septal/BNST for the first time in the human brain.

Delacroix et la nature éd. par Claire Bessède

Reviewed by: Delacroix et la nature éd. par Claire Bessède Karen Quandt BessÈde, Claire, éd. Delacroix et la nature. Musée du Louvre and Le Passage, 2022. ISBN 978-2-84742-482-9. Pp. 160. A product of the pandemic, it is fitting and even poignant that this exhibition extended a breath of fresh air to Delacroix's storied artworks. Country and urban gardens, studies and inventories of trees and flowers, and an array of animal sketches seem like a welcome refuge from the painter's dark and intimidating grand format scenes of massacres, animal combats, and brooding interiors. Yet, the point of Delacroix et la nature is not to position the painter as a nature artist. Instead, all of the letters, journal entries, sketches, curiosities, and paintings recently displayed at the Musée Eugène Delacroix in Paris worked together to embrace the dissonance exemplified by a leading studio artist who was nevertheless sensitive to nature's beauties and processes. The catalog opens with a brief preface by Laurence des Cars, a specialist of nineteenth-century art recently appointed Director of the Musée du Louvre, who applauds the curators' selection of local works that minimized the need for long distance transport. It continues in a "green" vein with three essays that examine how Delacroix "reinvented" nature into his own creations; how his animal paintings differed from conventional hunting scenes of the time period; and how gardens and botany developed his sensitivity to the natural world. The ensuing presentation of the exhibition's works, which are often accompanied by ample notes, helps synthesize an otherwise seemingly eclectic array as it underscores Delacroix's strong sensibilities for nature, his keen eye for flora and fauna, and the processes by which he refashioned his experiences of nature into studio paintings. Smartly interspersed amongst the impressive collection of Delacroix's oil paintings and drawings were several animal sculptures created by Antoine Louis Barye, a friend who often accompanied the painter to the Jardin des Plantes to study its animals and to attend animal dissections. The exhibition culminated in Delacroix's studio (the museum is located on the site of his last residence in Paris, which had the rather unusual distinction of having a garden), where signature colorful oil paintings à la Rubens were juxtaposed with taxidermized animals from the nearby Maison Deyrolle as well as with landscape watercolors by the young Delacroix's friends Theodore and Newton Fielding. Delacroix et la nature might not have the scope of a major retrospective or "blockbuster" exhibition, but it is nonetheless powerful in how it offers an incisive and unique look at an interesting cross-section of Delacroix's works. The catalog is an essential supplement to the exhibition, since it expounds on certain artworks and offers helpful historical and biographical details. Above all, the catalog lends a sense of cohesion to what exhibition viewers might have perceived to be loosely organized themes. Specialists of Delacroix and of nineteenth-century studies are sure to benefit the most from the scholarly expertise that buttresses the catalog, but the exhibition itself was surely a delight for all visitors who could experience the richness of Delacroix's dramatic compositions through his intimate examinations of the natural world. [End Page 204] Karen Quandt Wabash College (IN) Copyright © 2023 American Association of Teachers of French

PREDICTIVE POWER OF BIOLOGY TEACHER’S SELF-EFFICACY ON ACCEPTABILITY AND APPLICATION OF VIRTUAL AND HANDS-ON DISSECTIONS

Hands-on dissections of animals are traditionally regarded as an essential part of biology education. Nowadays, regardless of the reported educational benefits, there is a gradual change in the concept and acceptance of hands-on dissection, leading in many cases to its abandonment in schools and its replacement with alternatives such as 3D models, figurines, plastination and computer-based alternatives. However, the position of hands-on dissection has recently been challenged, mostly by computer-supported alternatives. The aim of the study was to explore whether teacher self-efficacy can be recognized as a predictor of the application of the different kinds of animals in hands-on and virtual dissections in Biology lessons. Based on responses from 405 Czech Biology teachers there are differences in the acceptability and implementation of organisms for hands-on and virtual dissection. It was established, that self-efficacy is not a predictor of either the acceptability of organisms or actual behaviour in both variants of dissection. Keywords: biology lessons, biology teachers, hands-on dissection, teacher self-efficacy, virtual dissection

Age Dynamics of Helminthic Infestations in Dogs in the Plain Belt of Dagestan

Introduction. Among the animal infestations, a large number of zooanthroponoses have been identified. Therefore, it is necessary to study the mechanisms of helminthiases behaviour and to constantly monitor the helminth fauna in animals that have close contact with humans.The work aimed at studying the age-related features of dogs infestations in the plains of Dagestan, including studying the presence of specific types of helminths. The main attention was paid to the influence of environmental factors and dogs’ lifestyle on the helminthic infestations prevalence and intensity in different age groups.Materials and methods. Age dynamics of helminthic infestation was studied in domestic dogs that were in self-walking and in stray dogs of different ages and sexes. Dogs were divided into three categories: of age 1–6 months old (puppies), of age 1–2 years old (juvenile animals) and adult specimens. In the work the method of animal and human complete helminthological dissection was used, as well as some other methods, such as sequential washing, flotation with the use of saturated solution of ammonium nitrate, Berman-Orlov method of larvoscopy and methods of examinations used in sanitary helminthology.Results. The results show that puppies are infested with 5 types of helminths out of 19 identified in dogs with probability of up to 40 % and the infestation intensity of up to 72 items. In general, infestation rates in puppies were low. The highest prevalence was observed for E. granulosus with infestation extensity 10.0 % and the infestation intensity varying from 12 to 72 items. T. canis also had a high prevalence rate of 40.0 % with infestation intensity from 7 to 19 items. On the other hand, T. hydatigena and A. caninum had the lowest prevalence rate of 6.6 % with infestation intensity from 3 to 12 items. It was found that juvenile animals of 1-2 years old and adult dogs were infested with 12 different types of helminths. It should be emphasized that dogs aged 1-2 years old were especially susceptible to infestation at this stage. In total, six different types of helminths were identified with the high prevalence rate (ranging from 26.6 to 53.3 %) and infestation intensity (from 7 to 109 items). Indicators of the infestation intensity and extensity were higher in dogs infested with E. granulosus and T. canis namely IE 40.0 % and II 21 to 109 items for first species, and 53.34 % and 11–61 items for second species. Helminthiases found in adult dogs were similar to those found in juvenile animals aged 1 to 2 years old, but with a lower degree of infestation. The highest infestation extensity and the highest infestation intensity was observed for E. granulosus and T. canis, respectively – 26.6 %, and 4–16 items. On the other hand, the lower rates were observed for M. xanthosomus, A. alata, D. immitis and T. mystax, with IE 6.6 % and II 1–9 items. It was found that in comparison with juvenile animals, adult dogs are much less likely to be infested with helminths, and this is most likely due to the formation of the age-related immunity.Discussion and conclusions. It was found that the character of helminthic infestations in dogs, depending on their age, is influenced by the changes in natural and climatic conditions, environmental factors and animals keeping and care practices.

Getting Nerdy with Mel and Gerdy

Book Review| March 01 2023 Getting Nerdy with Mel and Gerdy: Scienstructable 3D Dissection Models, Paper & Digital Getting Nerdy with Mel and Gerdy: Scienstructable 3D Dissection Models, Paper & Digital https://gettingnerdywithmelandgerdy.com/ Jeffrey D. Sack, Jeffrey D. Sack Department Editor Search for other works by this author on: This Site PubMed Google Scholar Karen Cruse Suder Karen Cruse Suder Science Faculty, The Summit Country Day School, Cincinnati, Ohio 45208 suder_k@summitcds.org Search for other works by this author on: This Site PubMed Google Scholar suder_k@summitcds.org The American Biology Teacher (2023) 85 (3): 178. https://doi.org/10.1525/abt.2023.85.3.178 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Karen Cruse Suder; Getting Nerdy with Mel and Gerdy: Scienstructable 3D Dissection Models, Paper & Digital. The American Biology Teacher 1 March 2023; 85 (3): 178. doi: https://doi.org/10.1525/abt.2023.85.3.178 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search We have all been there! Dissections specimens are expensive or could be on back order. A squeamish student is reluctant to participate in an animal dissection. You find a plastic-lined box or pail of preserved specimens from a previous teacher and are unsure of the quality or of what you will find. The environmental impact of animal dissection is a concern. Regardless of the reason for seeking alternatives to preserved-animal dissection, a common theme emerges: teachers need effective learning tools to illustrate similarities, patterns, modeling, and variation. Scienstructable 3D Dissection Models, both paper and digital, of invertebrates and vertebrates, by Getting Nerdy with Mel and Gerdy provide a valuable resource to explore animal biodiversity. Melissa Zaher and Gretchen Vikingson are former secondary school science teachers with a passion for innovative lesson plans that engage and excite students. Many middle and high school teachers will be familiar with Zaher and Vikingson’s... You do not currently have access to this content.

Practical anatomy classes: An alternative to improve the learning of middle school students.

Anatomy is the branch discipline focused on studying organisms' physical structures and parts. Although technological advances are broadening the anatomy study, the practices of prosection and dissection of human cadavers and animals remain a primary teaching method. Despite the large body of research supporting its benefits, in some countries, cadaveric prosection and dissection of vertebrate animals in secondary education have been banned. In the current study, to prevent a lack of access to anatomical sciences education, the use of plastinated biological specimens was proposed for teaching practical biology in middle and high schools. The study was conducted in the 2014 academic year. Eighty-seven middle school students participated in the experiment. Groups consisted of: (i) theoretical classes only; (ii) theoretical class plus prosection with fresh specimens class; (iii) theoretical class plus expository with plastinated specimens classes. A post-test grade method was used to assess the impact of such tasks on the learning experience of each group. An ANOVA test and multiple regression model were used to analyze the effects of the variables of interest. Our study highlighted that students who underwent the plastination practical class had higher overall performance and a higher mean post-test grade than those in the pure theoretical group. A favorable effect of a positive self-knowledge assessment on the students' performance was found, supporting the self-efficacy model of human behavior. Thus, the current study provides further evidence to support the use of plastinated specimens as an effective teaching method in countries where dissection is not feasible.

Between anatomy and pathology : The dissection reports of Galen of Pergamum

The autopsy protocols in the work of the Greco-Roman physician Galen of Pergamum have so far primarily been examined from a literary and socio-historic point of view. An analysis focused on the medical aspects is still incomplete. Which pathologic-anatomic competence do the Galenic section reports convey? The approximately 400 Galenic case histories were examined for anatomic and pathologic statements obtained during dissections of animals and men. In 29 reports, anatomy and pathology issues are addressed. Most section reports can be found in the work On anatomical procedures (De anatomicis administrationibus). The texts do not follow afixed structure. Galen is always the leading actor, observer, and analyst. Many interventions were performed in front of an audience. Monkeys were by far the most commonly dissected animals. Galen stayed away from little animals, because in his opinion their anatomy was not sufficiently similar to that of men. The post-mortem examination of human corpses with scientific intent was limited to victims of epidemics, armed conflicts, and accidents. The dissection reports cover only part of Galen's pathologic expertise. The attractive public opening of animals earned him alarge part of his reputation as ascientifically oriented physician. The dissection reports are an essential part of the collection of Galen's case histories and provide important detailed information on the history of anatomy and pathology in late antiquity.

Animal Dissection vs. Non-Animal Teaching Methods

Animal dissection is practiced to varying degrees around the world and is particularly prevalent in North America throughout all levels of education. However, a growing number of studies suggest that non-animal teaching methods (NAMs) (e.g., virtual anatomy tools and three-dimensional models) are better for achieving learning goals compared to dissection. We conducted a systematic review of studies published between 2005 and 2020 that evaluated the pedagogical value of NAMs versus animal dissection. Our results from 20 published studies show that in 95% of the studies (19/20) students at all education levels (secondary, postsecondary, and medical school) performed at least as well—and in most of those studies better (14/19)—when they used NAMs compared to animal dissection. These results provide compelling evidence in support of the 3Rs’ principle of replacement. Given that NAMs have been demonstrated as effective for science education, steps should be taken by educational institutions to phase out animal dissection.

Apodictic Method in the History of Medicine

Philosophical interpretation of any scientific discipline is impossible without understanding the methods of cognition inherent in this discipline. The history of medicine is also formed by the understanding of the evolution of the methods of knowledge–clinical and experimental. Unfortunately, there is a tendency to describe the history of medicine as a set of individual events, but philosophy of medicine is understood as a system-forming phenomenon only from the moment of scientific revolutions (17th - 19th centuries). However, in relation to other natural science disciplines, for example, mathematics, the point of view regarding the apodictic method (i.e., the method of rigorous proof) is generally accepted as a method of knowledge that has determined the entire history of these disciplines. I argue that medicine was also strongly influenced by early Ionian physics (as well as astronomy or mathematics), and the apodictic method (methods of rigorous rational knowledge and proof) has existed in the history of medicine since antiquity. Even Sir Geoffrey Lloyd expressed this hypothesis, based on some treatises from the Hippocratic Corpus. In turn, I argue that the apodictic method in medicine had already been fully developed in the treatises of Galen. I propose to define the apodictic methodology in medicine as follows: the apodictic method of proof in medicine is anatomical dissections, clinical systematization and the rational doctrine of general pathology (the last one with certain limitations). The characteristics of the use of the method of rigorous proof in the work of ancient authors enables us to identify three stages in the development of the methodology of ancient medicine. The first stage ‒ the period of the inception of the apodictic method—defines the establishment of the foundations of Greek rational medicine, based on Hippocratic principles. The period of the establishment of the apodictic method is associated with the works of Aristotle devoted to the argumentation theory, the theory of motion and the practice of systematic dissection of animals based thereon. Most important was the establishment of comparative anatomy. The third stage—the period of the development of the apodictic method—is characterized by Galen’s work. Galen introduced the apodictic method in medical practice and substantiated its significance for further development of medicine as a science. The real keeper of Galenic-Hippocratic medicine during the 8th-11th centuries was the medicine of the Islamic world. In a certain sense, it was not only preserved, but also enriched. In this context the works of Muhammad ibn Zakariya al-Razi are of particular importance. He developed and critically rethought the teachings of Galen on the systematics of diseases. Most of al-Razi’s critical points were aimed at expanding and deepening clinical applications and general clinical logic reflected by this systematic approach. At the same time, we practically cannot speak about the development of anatomic dissections during the Islamic period of Galenic-Hippocratic medicine existence.

Pathomorphological changes of the stomach and intestinum crassum in the intestinal form of parvoviral enteritis in dogs

Based on the analysis of literature sources, monitoring results and our own research, it has been established that viral enteritis occupies a leading place in the infectious pathology of dogs and causes significant damage to animal owners. Viral enteritis, most commonly caused by parvovirus, causes severe gastrointestinal disorders and is one of the most common causes of infectious diarrhea in dogs under 6 months of age. Therefore, given the relevance of this issue, the result of our study is to clarify, supplement and summarize data on the pathomorphological features of the intestinal form of parvovirus infection in dogs. Diagnostic studies to confirm parvovirus enteritis were performed using VetExpert CPV Ag or CPV/CCV Ag rapid tests, as well as by ELISA and PCR. Dissection of dead animals was performed in the conventional sequence. For pathomorphological examination, samples were taken from the gastrointestinal tract, fixed in 10 % neutral formalin solution, followed by dehydration in alcohols of increasing concentration and the procedure of organ compaction according to the generally accepted method. Histological sections 6–10 μm thick were obtained using a microtome. The article presents the results of pathological changes in dogs with parvovirus enteritis, namely macroscopically under the serous membrane of the stomach revealed striped hemorrhages, duodeno-gastric reflux, manifested by gray-green color of the mucous membrane (bile accumulation). Histological methods have shown that the blood vessels of the submucosal base of the mucous membrane are clearly dilated, filled with blood. The mucous membrane is swollen, unevenly colored in all parts of the stomach. In the muscular membrane of the stomach wall, the vast majority of cells were in a state of granular dystrophy, and in some animals, necrotic changes in smooth muscle tissue were recorded. Histochemical studies revealed the development of microscopic changes that indicated hypersecretion of mucus (acidic proteins) in the stomach of sick dogs. No specific macroscopic changes in the colon were recorded. Microscopically, a small amount of cellular detritus with mucus fragments, goblet cell hyperplasia, and a reaction of epithelial cells that were in a state of granular, less often, hydropic dystrophy were recorded on the lumen of the colon on the mucosal surface.

CAN SIMULATED MODELS TAKE OVER HANDS-ON DISSECTIONS? - A SURVEY ON STUDENT PERSPECTIVE

A survey was conducted to assess the undergraduate biology student's perspective on hands-on dissections versus simulated dissection models. A questionnaire consisting of relevant questions plus their general opinion toward use of animals in classroom dissections and ban on animal dissections was circulated among college students and the results analyzed. More students nd hands-on dissections better than virtual ones, though they felt at undergraduate level, the ban on hands-on dissections is justiable

Attitudes Toward Animal Dissection and Animal-Free Alternatives Among High School Biology Teachers in Switzerland

Animal dissection has been a traditional teaching tool in biology for centuries. However, harmful animal use in education has raised ethical and environmental concerns in the last decades and led to an ongoing debate about the role and importance of animal dissection in teaching across all education levels. To understand the current status of dissection in secondary education and the attitudes toward humane teaching alternatives among the educators, I conducted a survey–for the first time–among high school biology teachers in Switzerland. The specific aims of this study were (i) to explore the extent of animal or animal parts dissection in high school biology classes, (ii) to understand the attitudes and experiences of high school biology teachers toward dissection and animal-free alternatives, and (iii) to gain some insight into the circumstances hindering a wider uptake of alternatives to animal dissection in high school education. In total, 76 teachers participated in the online survey. The vast majority (97%) of the participants reported using animal dissection in their classes. The responses also revealed that a large proportion of the teachers consider animal-free alternatives inferior teaching tools in comparison with dissection. As the obstacles to adopting alternatives were most often listed the lack of time to research other methods, high costs, and peer pressure. In conclusion, the wider uptake of humane teaching methods would require financial support as well as a shift in the attitudes of high school biology teachers.

Life‐Long Learning of Leonardo da Vinci: Exploration of Cardiovascular Anatomy

IntroductionA polymath, a person of wide‐ranging knowledge or learning, is the one‐word encapsulation of Leonardo da Vinci. Especially the latter, learning, much of Leonardo’s attributable achievements are contributions and explorations in areas of study modernly categorized as anatomy, architecture, engineering, painting, and illustrations were accomplished because of his insatiable love of learning and curiosity. Given Leonardo’s illegitimate birth status he could not attend the formal “Latin Schools” of the period. Instead, through experimentation and observable experience, a self‐directed and self‐motivated learning style arose. Leonardo stated “They will say that because I have no book learning I cannot properly express what I desire to describe – but they do not know that my subjects require experience rather than words of others.” Framed in the transactional epistemology of experiential learning theory, this study sought to explore what anatomy educators can learn from the life’s work of Leonardo and what can be extricated from his mindset and knowledge integration. Specifically, the aim of the study is to describe Leonardo’s lifelong learning through the lens of experiential learning in the context of cardiovascular (CV) anatomy, as Leonardo integrated knowledge of apprehension (i.e., empiricism, observation) and comprehension (i.e., rationalism, using of “theory” or concepts) into an understanding of the function of the aortic valve.MethodsDocument analysis was used to provide systematic evaluation of books, illustrations, and articles written through the lens of art historians, educational theorists, and physicians allowing the researcher to apply experimental learning theory to Leonardo’s conceptualization of CV anatomy.ResultsLeonardo demonstrated knowledge integration via observations of eddy formation in a flowing river (apprehension), and conceptual drawings of eddy formation in a branching tube (comprehension). Further he applied the interplay of organism and environment represented as the macrocosm of the river to the microcosm of the tube arising from the heart (i.e., aorta). Applying this experiential formation of knowledge, he constructed detailed drawings encompassing the flow and angles of closure of the aortic valve cusps. Taking this one step further he tested his assumption against an observable model crafted from a caste of a bull’s heart. Thus, testing the knowledge of comprehension, the conceptualization of how the aortic valve functioned, with observable experimental knowledge of apprehension.ConclusionApplying the Experiential Learning Cycle, Leonardo’s knowledge formation was grounded in a concrete experience, of both observing nature and the dissection of both human and animals. Reflecting on these experiences and moving between the macrocosm and microcosm allowed Leonardo to conceptualize in the abstract how the aortic valve functioned, thus enabling Leonardo to build a model cast to test his abstract conceptualization with active experimentation. Unbeknownst to Leonardo, the use of experiential learning allowed for an appreciation of the complexity of the aortic valve but was not sufficient in completely overcoming the dogma of the period. As such, it is important as educators to appreciate that if learning from experiences is to be achieved then there needs to be a belief that learning is possible and may be developed through one’s own experiences to nurture the possibility of developing a learning identity.