This research was completed as part of the author Provo's study for a master's degree at Purdue University. The authors thank the Purdue veterinary classes of 1997, 1998, and 1999, which supported this research with their willing cooperation. The results of this study were presented at April 1998 annual meeting of the American Educational Research Association, San Diego, CA.
Using a cross section to train veterinary students to visualize anatomical structures in three dimensions*
Article first published online: 19 DEC 2001
Copyright © 2002 John Wiley & Sons, Inc.
Journal of Research in Science Teaching
Volume 39, Issue 1, pages 10–34, January 2002
How to Cite
Provo, J., Lamar, C. and Newby, T. (2002), Using a cross section to train veterinary students to visualize anatomical structures in three dimensions. J. Res. Sci. Teach., 39: 10–34. doi: 10.1002/tea.10007
- Issue published online: 19 DEC 2001
- Article first published online: 19 DEC 2001
- Manuscript Accepted: 1 JUN 2000
- Manuscript Received: 7 JAN 1998
A cross section was used to enhance three-dimensional knowledge of anatomy of the canine head. All veterinary students in two successive classes (n = 124) dissected the head; experimental groups also identified structures on a cross section of the head. A test assessing spatial knowledge of the head generated 10 dependent variables from two administrations. The test had content validity and statistically significant interrater and test–retest reliability. A live-dog examination generated one additional dependent variable. Analysis of covariance controlling for performance on course examinations and quizzes revealed no treatment effect. Including spatial skill as a third covariate revealed a statistically significant effect of spatial skill on three dependent variables. Men initially had greater spatial skill than women, but spatial skills were equal after 8 months. A qualitative analysis showed the positive impact of this experience on participants. Suggestions for improvement and future research are discussed. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 10–34, 2002