Using Multimedia Dissection Videos to Supplement Learning of Veterinary Anatomy in the COVID Era and Beyond: Student Perceptions and Benefits

Abstract

Anatomy is a foundation for veterinary medical education, yet its teaching has traditionally posed an academic challenge to students. Anatomy is a three-dimensional (3D) subject that students are often expected to learn using one- or two-dimensional learning resources. Visualization of structures and the transfer of images to animal specimens can impede knowledge acquisition and student confidence. As a response to the COVID-19 pandemic, the first-year anatomy course (Anatomy I) at The Ohio State University College of Veterinary Medicine was delivered virtually in Autumn 2020. Instructors were challenged to create equivalent learning experiences without face-to-face interaction and cadaveric access. Fortunately, multimedia dissection videos were in production and supplemented students’ learning of anatomic structures and dissection techniques. Videos included complete narration, explanations, diagrams, labels, and self-check opportunities. To evaluate the perceived effectiveness of the videos on student learning, the Anatomy I teaching team surveyed all first-year veterinary students following the course. Of the 104 students (64%) who completed the survey, 101 (97%) agreed or strongly agreed that the videos helped solidify their anatomy knowledge, skills, and understanding. The most helpful video characteristics included the demonstration of dissection techniques on a cadaver and the visualization of structures on 3D specimens. Students also appreciated the ability to review content at their own pace/convenience, a feature inherent to recorded (asynchronous) video-based instruction. These data suggest that video-based instruction may effectively supplement students’ learning of veterinary anatomy and improve the transfer of knowledge, particularly when other forms of direct instruction are inaccessible.