|
|
||||||
|
||||||
Alternatives Database
 |
||
|
The Rat - A Functional Anatomy
Review
By Dr. Niek Meijer, retired animal physiologist n.w.meijer@oprit.rug.nl
(commissioned by eurca)
Summary
The CD-ROM ‘The RAT – A Functional Anatomy’ is an impressive example of applying advanced learning technologies and ICT by coupling the information banks: anatomy, histology and physiology. The dissections in the anatomy part are very well demonstrated by a video. This part can be used as a refining resource for unskilled students. The histology part has good pictures and clear explanations. The physiology part is very informative due to the explanations of the drawings.
The CD-ROM titled ‘The RAT - A Functional Anatomy’ contains information of 3 domains: anatomy, histology and physiology. The anatomy seems the leading theme, while the topics in the other 2 domains are restricted to those dealt with in the anatomy part. The anatomy is based on a very good video of the dissection of the rat and the pictures in the histology part are also very good and clear. The physiology part contains coloured drawings and some encouraging efforts for 3D pictures, but they are less realistic. As a whole, the CD-ROM is a very modern approach for it has rich resources by which students and teachers can now explore and integrate anatomical, histological and physiological features of a structure very easily. It is very easy to navigate the program horizontally (between domains) and vertically. The CD-ROM is suitable for undergraduate students at universities.
Replacement
It is stated that this CD-ROM can be used as an alternative to dissection. But let us first look at how dissection courses are experienced by a lot of teachers: for many students the dissection of the laboratory rat is one of the highlights in the first part of the (medical) biology study. The teacher has the heavy task to convert almost unskilled students with their doubts, fears and aversions into ‘acceptable’ dissectors. For some enthusiastic students the brakes have to be applied, while others very carefully touch the dead animal only using tweezers or scissors but absolutely not with bare fingers. For nearly all students the start of the dissection is the most difficult part: pinning the 4 legs and making the first snip with their scissors in the abdominal skin. In such a difficult practical course students have to learn to recognise the anatomical structures, to label them and to understand in 3D how the structures are organised within the body of the rat. The practical course has a lot of emotional aspects, but ultimately in nearly all students the wonder of the completion of the mammalian body remains.
Didactics
Recognising and labelling anatomical structures seem to be the most important aspects in the learning process, followed by skills, emotions and wondering. Others will state that wondering is at the basis of learning and is as important as recognising and labelling. One can also say that (some kinds of) emotions facilitate learning and for some technicians the skills are very important. At all events, this CD-ROM will bring about much less emotions than dissecting a dead rat. Will an alternative ever be able or good enough to replace the rat? That depends on the teachers who decide what aspects ought to be in the ‘alternative’ dissection course.
Applicability in teaching situation
ANATOMY
This CD-ROM contains a very good video of a dissection by a skilled expert. Probably it can be looked at without emotions, but seeing fingers pulling the skin from the underlying tissues will still disgust a lot students. Of course, the third dimension is missing in the video. It is easy to say that a teaching program pretending to be an acceptable alternative for dissections must be in many aspects at least similar or even better than reality. This statement is not fair as the development of moving 3D pictures or a complete virtual reality lab that can compete with reality (a dead rat) is at the moment scarcely possible or extremely difficult and expensive. Yet this CD-ROM has the power to become an accepted alternative that ultimately can replace the dissection of a dead rat if the developers have time and money to bring together realistic and 3D virtual reality pictures in the next version. On the time path of development each alternative has its place, value and attractiveness. This program is not at the end of the time path but it is on the way, certainly!
The anatomy part is only suitable as a refining source for those students who dissect for the first time. Looking at the video they learn in a very good way the consequences of the dissecting actions. However, the video presents pictures that are much cleaner than the unskilled student ever can reach in a real dissection by handling scissors with 2 sharp points! But look well, the fingers of the expert are also covered with blood!
Visual appearance and applicability
In general, this CD-ROM is an impressive example of applying advanced learning technologies and ICT by coupling 3 information banks, without any problems. The dissections are very well demonstrated by the video, but the anatomy part has few didactical qualities mainly due to a restricted student guide. This part is not suited for independent use and can be used only as a refining resource for unskilled students.
The histology part has good pictures and clear explanations, but additional information as a student guide and/or books are indispensable. In the didactical sense it is rather poor and not suited for independent use. The physiology part is very informative due to the explanations of the drawings: good didactics. With such a lot of information, a student guide and/or a book seems not necessary. Suited for independent use.
EURCA makes the distribution of information about the program available outside the UK. However, on nearly the whole Continent scientific names for anatomical structures are in Latin. Anglicized Latin names are not used in undergraduate education. Distribution would be facilitated a lot when at least a glossary of both kind of names is available. A Latin version would be preferable.
Service provided by the supplier
It should be normal that developers take advantage of the comments of numerous teachers with lots of experiences in animal labs: contacts are necessary. The task of the developers should be to combine that experience and knowledge with all ICT possibilities, modern didactics and newly developed teaching technologies for creating effective teaching programs without using animals.
If you are an author or supplier of this alternative and you would like to write a response to this review please contact eurca with your reply.
Designed and produced for eurca by The Learning Technology Section, The University of Edinburgh. ©2001-2005 eurca