{"id":23123,"date":"2021-04-09T13:19:15","date_gmt":"2021-04-09T13:19:15","guid":{"rendered":"https:\/\/todaysveterinarypractice.com\/?p=23123"},"modified":"2022-03-30T20:24:22","modified_gmt":"2022-03-30T20:24:22","slug":"how-technology-is-transforming-veterinary-education","status":"publish","type":"post","link":"https:\/\/navc.sitepreview.app\/todaysveterinarypractice.com\/technology\/how-technology-is-transforming-veterinary-education\/","title":{"rendered":"How Technology Is Transforming Veterinary Education"},"content":{"rendered":"

The year 2020 was one of upheaval in education, and veterinary colleges were by no means exempt from the need to adapt to challenges presented by the COVID-19 pandemic. But the veterinary profession is nothing if not resourceful, and in some cases the need for social distancing merely accelerated the adoption of innovations already in play. Here is how a handful of schools are changing the way students are educated\u2014and transforming the landscape of veterinary education.<\/span><\/p>\n

University of Georgia: Virtual Dissection<\/h2>\n

At the University of Georgia College of Veterinary Medicine<\/a>, Professor Puliyur MohanKumar, BVSc, PhD, was already investigating ways to maximize students\u2019 access to anatomy resources based on an anticipated increase in class size. After all, the dissection lab can accommodate only so many bodies at one time. Then COVID hit, and space became even more scarce. Suddenly the future need became urgent and immediate.<\/span><\/p>\n

Based on Dr. MohanKumar\u2019s recommendation, and with the support of departmental leadership, the college implemented software from a company called BodyViz (<\/span>bodyviz.com<\/span><\/a>), developed out of Iowa State University. This program reconstructs virtual 3D animals based on clinical cases that have used computed tomography and magnetic resonance imaging. These models can then be virtually dissected, with students able to \u201ccut\u201d in different planes to access, visualize, and identify anatomical structures.<\/span><\/p>\n

When preparing to lead a dissection lab session, Dr. MohanKumar identifies an actual case from the veterinary teaching hospital and builds an anatomical rendering based on imaging data from that case.\u00a0<\/span><\/span><\/p>\n

\u201cLet\u2019s say we are dissecting the front limb of a dog and there is a bone broken or a tumor,\u201d Dr.\u00a0MohanKumar says. \u201cWe link that clinical scenario with whatever the students are dissecting. That way when they ask, \u2018Why am I dissecting this? Why am I learning this thing? Why do I have to memorize this specific fact?\u2019 This is the reason. We constantly bring it back to clinical relevance.\u201d\u00a0<\/span><\/span><\/p>\n

Students also get a chance to work with real cadavers\u2014on a given day in the laboratory, half the class does actual dissection while the other half works with virtual models at special workstations, all in accordance with social distancing guidelines. But the limitations imposed by the pandemic could very well be helping these students be better prepared for practice when they graduate.<\/span><\/p>\n

\u201cAnatomy is not going to show up in the clinic as an embalmed animal with an open body,\u201d Dr. MohanKumar says. \u201cThis is a living creature, and the organs are on the inside. This gives students real-life experience of appreciating anatomy using images.\u201d<\/span><\/p>\n

Dr. MohanKumar says his students have taken to the technology readily. \u201cThe cool thing is, this is Xbox controller\u2013based,\u201d he says. \u201cThese kids are so good with Xbox controllers\u2014they started having fun the day after I introduced the technology. My second-year students are jealous that they didn\u2019t get to use it.\u201d<\/span><\/p>\n

A Pioneer in Educational Technology<\/div>
Back before virtual dissection was a twinkle in any software developer\u2019s eye, Jim Moore, DVM, PhD, DACVS, and a talented group of artists were winning awards for their work on The Glass Horse<\/em><\/a>. This interactive CD-ROM, unveiled in 2001 and featuring a detailed exploration of the equine abdominal tract and its diseases, earned a Frank Netter Award for advancing medical education and set Dr. Moore firmly on the path of making veterinary education a visual endeavor.<\/p>\n

<\/div><\/p>\n

\u201cEarly on I came to the conclusion that students can memorize anything you throw at them,\u201d he says. \u201cTrouble is, when you memorize material, you tend to do that for an exam and then it\u2019s gone. But if you make it so they can envision it, they\u2019ll remember it.\u201d<\/p>\n

Dr. Moore is now director of the Educational Resources Center<\/a> at the University of Georgia (UGA) College of Veterinary Medicine, where he works with medical illustrators and a photographer to develop interactive e-books for veterinary students (books.apple.com\/us\/author\/educational-resources-university-of-georgia\/id1021256510#see-all\/books<\/a>). These books, which are available for free to anyone who wants to download them for use on an Apple device, each focus on an area of veterinary education where students tend to struggle or instructors find it challenging to get their concepts across. They are concise (averaging 1500 to 2000 words), loaded with interactive elements and other visuals, and feature assessments at the end to measure learning.<\/p>\n

\u201cProbably 75% or 80% of these books are on topics or concepts that are out of my area of expertise, so I\u2019m probably at the same level as a lot of the students,\u201d Dr. Moore says. \u201cI\u2019ve got some background but I may not have looked at this stuff in a long time\u2014or I memorized it and forgot it. So if we get it to \u2018Jim level,\u2019 then it\u2019s student level.\u201d<\/p>\n

Dr. Moore\u2019s colleagues speak highly of the interactive books and their utility in the learning process. \u201cWhat Dr. Moore\u2019s group has been doing is just phenomenal,\u201d says Dr. Puliyur MohanKumar, who teaches anatomy at UGA. \u201cI make all of my students download and use the books because they are so useful. Dr. Moore has been groundbreaking even before we all knew what groundbreaking even meant, to be honest.\u201d<\/p>\n

Scott Brown, VMD, PhD, DACVIM (SAIM), former associate dean for academic affairs, agrees. \u201cThere is no one else at any other vet school in the world doing anything like what Jim\u2019s doing. Both Dr. MohanKumar and Dr. Moore are so far ahead of anyone else in vet med that it makes me proud to call them colleagues.\u201d
\n<\/div><\/div>\n

Texas A&M University: Virtual Reality\u00a0<\/span><\/h2>\n

Jennifer Schleining, DVM, MS, DACVS-LA, a professor at Texas A&M College of Veterinary Medicine & Biomedical Sciences<\/a>, loves it when a first-year veterinary student from, say, Dallas feels a tingle for agricultural medicine after performing their first bovine exam. But how does a kid from the suburbs become versed in the nuances of rural life? If they\u2019re in one of Dr. Schleining\u2019s classes, they start by donning a virtual reality (VR) headset.<\/span><\/p>\n

\u201cHere at A&M we\u2019re very agricultural focused, but we\u2019re in South Texas and all of the true production cattle are up in the Panhandle,\u201d Dr. Schleining says. \u201cThat\u2019s a 9-hour drive, which presents some significant challenges. And now with COVID, those challenges are even greater. How do you get a large number of students up into the Panhandle in the preclinical years?\u201d<\/span><\/p>\n

To meet that challenge, Dr. Schleining partnered with OP McCubbins, PhD, a former classmate from Iowa State who also ended up at Texas A&M, where he founded a VR lab for the ag school. Together they shot hours of 3D video in west Texas, which led to the development of 3 modules for Dr. Schleining\u2019s Rural Practice class. One module helps build observational skills to determine if an animal is sick. Another surrounds judicious use of antimicrobials, and a third covers field necropsy.\u00a0<\/span><\/span><\/p>\n

Wearing their VR goggles, students follow a pen rider as he identifies sick cattle, pulls them from the herd, and places them in hospital pens. In subsequent modules they continue to follow along as those same cattle are examined, treated, and tested. Conversations along the way address chute safety, body positioning, protocol development, and dealing with state labs.<\/span><\/p>\n

\"\"<\/a>

Students don virtual reality headsets at Texas A&M University. Courtesy Jennifer Schleining, DVM, MS, DACVS-LA, Texas A&M University College of Veterinary Medicine & Biomedical Sciences.<\/p><\/div>\n

Dr. Schleining has had to make some adjustments\u2014in her first year using VR, she purchased very inexpensive headsets and the students complained of queasiness reminiscent of carsickness. This year she upped the quality of the hardware and is hopeful student surveys will reflect an improved experience. Despite these glitches, she says, students appreciate being part of an educational trendsetting experience. Plus, many are starting on the ground floor when it comes to knowledge of agricultural life. \u201cIf you are from the middle of Houston and decide agriculture is your passion and we put you into a rural community without preparing you, it can be a disaster,\u201d Dr. Schleining says. \u201cPart of what we\u2019re doing is changing the perception that rural practice is archaic. We do a tour of a practice that has in-clinic bloodwork, an isolation facility, and digital radiography and use that to have a discussion and dispel myths.\u201d<\/span><\/p>\n

Dr. Schleining says she\u2019s not necessarily a technology enthusiast, but she does have a passion for educating in innovative ways and thinking outside the box. \u201cI get bored with just lecture; students get bored with just lecture,\u201d she says. \u201cSo how do we engage students in a way that\u2019s exciting and where they learn something in the same process? That\u2019s the part that gets me really excited\u2014trying something new in the classroom.\u201d<\/span><\/p>\n

Colorado State University: Virtual Anatomy<\/h2>\n

The Colorado State University (CSU) College of Veterinary Medicine & Biomedical Sciences<\/a> also relies on a virtual teaching tool. Virtual Animal Anatomy (<\/span>virtualanimalanatomy.colostate.edu\/vaanopcomm<\/span><\/a>) serves multiple purposes, says Christianne Magee, DVM, PhD, DACT, who helped develop the program. One, it reduces reliance on cadavers, which is especially important as the availability of specimens dwindles and ethical concerns about cadaver use increase. Two, it lets students study at the pace and in the manner they choose\u2014even when the lab is closed at 2 a.m.<\/span><\/p>\n

\u201cStudents want to be able to study the cadaver when they\u2019re not with the cadaver,\u201d Dr. Magee says. \u201cThis lets them do that. It\u2019s about improved learner control.\u201d\u00a0<\/span><\/span><\/p>\n

Rather than relying on imaging data or artistic renderings and animations, Virtual Animal Anatomy uses photographic images of actual cadavers, which sets it apart from other virtual anatomy systems, Dr. Magee says. The program grew out of the work of Ray Whalen, DVM, PhD, who developed Virtual Canine Anatomy at CSU and brought Dr. Magee on to help expand the program to include equine and other species. Lately, the team has focused on exporting the program from Adobe Flash, which is no longer being supported, into another programming language.<\/span><\/p>\n

\u201cFortunately, we started that process early enough that we could launch it with our own students [in 2018],\u201d Dr. Magee says. \u201cThen when COVID hit in March 2020, we were able to give 148 other schools and 12<\/span>\u2009<\/span>000 students worldwide access to the program.\u201d\u00a0<\/span><\/span><\/p>\n

\"\"<\/a>

Colorado State University uses virtual tools to reduce reliance on cadavers. Courtesy Christianne Magee, DVM, PhD, DACT, Colorado State University College of Veterinary Medicine & Biomedical Sciences.<\/p><\/div>\n

Like the other instructors interviewed here, Dr. Magee is passionate about the student experience and finding new ways to inspire a lifetime of learning and curiosity. In fact, she and her colleagues have conducted research on students who use the Virtual Animal Anatomy program, finding that those who do use VR spend less total time studying anatomy than those who use a more traditional approach. When they have control over the process, they study in the way that prepares them most effectively, so they\u2019re more efficient, she says. Next, she wants to find out whether an immersive, augmented reality approach can be even more effective than the 2D experience on a handheld device.<\/span><\/p>\n

Dr. Magee insists that she\u2019s not an anatomist or a technology expert\u2014she calls herself \u201ca horse OBGYN who stumbled into developing veterinary anatomy software.\u201d In fact, she glazes over when her husband starts rattling off the specs of the latest VR headset.\u00a0<\/span><\/span><\/p>\n

But, as she says, \u201cVery few of us are practicing veterinary medicine the way we thought we would when we wrote that application for veterinary school. I followed things that were interesting and let them take me places I never thought I would go. As it turned out, one of those was anatomy software.\u201d<\/span><\/p>\n

What Is Next?<\/h2>\n

While the technology being used in today\u2019s veterinary classroom is flipping conventional pedagogy on its head, these experts say more mind-blowing advances may be just ahead\u2014with or without COVID restrictions. Perhaps 2 students will be able to stand together in a virtual environment and discuss the \u201cspecimen\u201d lying on the table in front of them. Perhaps haptic feedback will let future veterinarians experience the feel of a scalpel as it slides through tissue. Whatever is next, veterinary professors and students will be there, figuring out how to best utilize it to improve the health of animals.\u00a0<\/span><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

While the technology being used in today\u2019s veterinary classroom is flipping conventional pedagogy on its head, these experts say more mind-blowing advances may be just ahead.<\/p>\n","protected":false},"author":9,"featured_media":23119,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"iawp_total_views":161,"footnotes":""},"categories":[322],"tags":[],"class_list":["post-23123","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-may-june-2021","column-beyond-the-clinic","clinical_topics-technology"],"acf":{"hide_sidebar":false,"hide_sidebar_ad":false,"hide_all_ads":false},"yoast_head":"\nHow Technology Is Transforming Veterinary Education | Today's Veterinary Practice<\/title>\n<meta name=\"description\" content=\"From virtual reality to virtual dissection, technology in the veterinary education space is kicking into high gear.\" \/>\n<meta name=\"robots\" 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