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| Learning outcomes were similar between two groups of 4th year veterinary students, one who were taught surgery using a terminal and cadaver laboratory format, the other
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Cohen, P.S. & M. Block, 1991. Replacement of laboratory animals in an introductory psychology laboratory. Humane Innovations and Alternatives 5: 221-225. |
| Undergraduate students who studied feral pigeons in a city park scored equally well on evaluations as did students who studied operant conditioning with rats in a traditional
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| Undergraduate students using computer simulations performed equally well as students using traditional approaches in physiology and pharmacology laboratories. |
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principles of intestinal absorption. American Journal of Physiology 267 (Advances in Physiology Education 12/1): S95-S104. |
| Six undergraduate students working independently with a computer program gained equal knowledge, at one-fifth the cost, as did eight supervised students using freshly killed
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| Cumulative examination results of 308 undergraduate biology students who studied model rats were the same as those of 2,605 students who performed rat dissections. |
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| Use of interactive videodisc simulations yielded equivalent test performance and greater time efficiency in teaching cardiovascular physiology compared with instruction in a
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| Surgical skills of veterinary students were evaluated following training with dogs and cats, or soft-tissue organ models; performance of each group was equivalent. |
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| Performance of prenursing and premedical students using interactive videodiscs was not significantly different from that of students in traditional cadaver-demonstration labs. |
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| Learning performances of freshmen medical students using films, computer assisted instruction and prosected human cadavers were the same as those of students taught by traditional
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| No significant difference was found in the performances of preclinical medical students who used a traditional live animal laboratory and those who used a computer simulation on
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| In the use of videodisc or traditional laboratories, no significant difference was found for biology undergraduate students' laboratory grades. However, the videodisc group required
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| Post-test scores were equivalent for high school students who dissected earthworms and those who received a classroom lecture on earthworm anatomy. |
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| Based on physician assistant student learning performances, the authors concluded that use of labeled sequential slides of anatomical dissections provided a viable alternative to
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| Two groups of high school students performed equally on a test following either animal dissection or interactive videodisc simulation. |
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| After hesitancy in their first live tissue surgery, veterinary students from an alternative surgical laboratory program performed on par with students with a standard laboratory
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| Use of computer packages saved teaching staff time, were less expensive, were an effective and enjoyable mode of undergraduate biomedical student learning, and significantly reduced
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| Of fourteen learning methods for basic cardiac teaching and ECG interpretation, computer-based active learning was rated the highest in veterinary student evaluations. |
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Fowler, H.S. & E.J. Brosius. 1968. A research study on the values gained from dissection of animals in secondary school biology. Science Education 52(2): 55-57. |
| High school students who watched films of animal dissections (earthworm, crayfish, frog, perch) demonstrated greater factual knowledge of these animals than did students who performed
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Henman, M.C., & G.D.H. Leach. 1983. An alternative method for pharmacology laboratory class instruction using biovideograph video tape recordings. British Journal of
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| Undergraduate pharmacology students using biovideograph performed significantly better on post-laboratory tests than those participating in the organ-based laboratories. |
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| Biology undergraduate students using a computer-assisted interactive videodisc system which included dissection simulations performed significantly better than students who had not
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| Inanimate models effectively taught basic psychomotor skills, and had the advantage over live animals that they could be used repeatedly, enhancing the acquisition of motor
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Kinzie, M.B., R. Strauss & J. Foss. 1993. The effects of an interactive dissection simulation on the preformance and achievement of high school biology students. Journal of
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| Findings suggest that an interactive videodisc was at least as effective as actual dissection in promoting high school student learning of frog anatomy and dissection procedures. |
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Lilienfield, L.S., & N.C. Broering. 1994. Computers as teachers: learning from animations. American Journal of Physiology 11(1): Advances in Physiology Education, pp.
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| Medical and graduate students who used computer simulation achieved a significantly higher grade in the cardiovascular section of the final exam than their classmates. |
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McCollum, T.L. 1987. The effect of animal dissections on student acquisition of knowledge of and attitudes toward the animals dissected. Unpublished Doctoral Dissertation, University
of Cincinnati. |
| Approximately 175 high school biology students taught frog structure, function, and adaptation via lecture performed better on a post-test than did approximately 175 high school
biology students taught by doing a frog dissection. |
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More, D. & C.L. Ralph. 1992. A test of effectiveness of courseware in a college biology class. J. Educational Technology Systems 21: 79-84. |
| Biology knowledge of about 92 undergraduate biology students using computer courseware increased more than did that of approximately 92 students usin traditional animal-based
laboratories. |
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Phelps, J.L., J.O. Nilsestuen & S. Hosemann 1992. Assessment of effectiveness of videodisc replacement of a live-animal physiology laboratory. Distinguished Papers Monograph,
American Association for Respiratory Care. |
| Nursing students who studied using an interactive video program on cardiac output principles performed better on a post-test than did students taught by lecture and live-animal
physiology laboratory. |
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Samsel, R.W., G.A. Schmidt, J.B. Hall, L.D.H. Wood, S.G. Shroff & P.T. Schumacker. 1994. Cardiovascular physiology teaching: Computer simulations vs. animal demonstrations.
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| Medical students used both computer demonstrations and animal (dog) demonstrations, and rated the former higher for learning cardiovascular physiology. |
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Matthews, D. 1998. Comparison of MacPig to Fetal Pig Dissection in College Biology. The American Biology Teacher 60(3): 228-229. |
| Eight biology undergraduate students who dissected fetal pigs scored significantly higher on an oral test with prosected fetal pigs than did twelve students who studied on a
computerized pig (MacPig). |
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