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Bauer, M.S., N. Glickman, L. Glickman, J.P. Toombs & P. Bill. 1992. Evaluation of the effectiveness of a cadaver laboratory during a 4th year veterinary surgery
rotation. Journal of Veterinary Medical Education 19(2): 77-84. |
| 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
taught using survival laboratories. |
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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
lab. |
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Dewhurst, D.G. & A.S. Meehan. 1993. Evaluation of the use of computer simulations of experiments in teaching undergraduate students. British J. Pharm. Proc. Suppl. 108:
238. |
| Undergraduate students using computer simulations performed equally well as students using traditional approaches in physiology and pharmacology laboratories. |
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Dewhurst, D.G., J. Hardcastle, P.T. Hardcastle & E. Stuart. 1994. Comparison of a computer simulation program and a traditional laboratory practical class for teaching the
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
rats. |
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Downie, R. & J. Meadows. 1995. Experience with a dissection opt-out scheme in university level biology. Journal of Biological Education 29(3), 187-194. |
| 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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Fawver, A.L., C.E. Branch, L. Trentham, B.T. Robertson & S.D., Beckett. 1990. A comparison of interactive videodisc instruction with live animal laboratories. American
Journal of Physiology 259 (Advances in Physiology Education 4): S11-S14. |
| Use of interactive videodisc simulations yielded equivalent test performance and greater time efficiency in teaching cardiovascular physiology compared with instruction in a
live-animal laboratory. |
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Greenfield, C.L., A.L. Johnson, D.J. Shaeffer & L.L. Hungerford. 1995. Comparison of surgical skills of veterinary students trained using models or live animals. JAVMA
206(12): 1840-1845. |
| 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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Guy, J.F. & A.J. Frisby. 1992. Using interactive videodiscs to teach gross anatomy to undergraduates at The Ohio State University. Academic Medicine 67: 132-133. |
| 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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Jones, N.A., R.P. Olafson, & J. Sutin. 1978. Evaluation of a gross anatomy program without dissection. Journal of Medical Education 53: 198-205. |
| 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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Leathard, H.L. & D.G. Dewhurst. 1995. Comparison of the cost-effectiveness of a computer-assisted learning program with a tutored demonstration to teach intestinal motility to
medical students. ALT-J- 3(1): 118-125. |
| 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
intestinal motility. |
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Leonard, W. H. 1992. A comparison of student performance following instruction by interactive videodisc versus conventional laboratory. Journal of Research in Science
Teaching, Vol 29 No 1, pp 93 - 102. |
| In the use of videodisc or traditional laboratories, no significant difference was found for biology undergraduate students' laboratory grades. However, the videodisc group required
one-half the time. |
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Lieb, M.J. 1985. Dissection: A valuable motivational tool or a trauma to the high school student? Unpublished Thesis, Master of Education, National College of Education, Evanston,
Illinois. |
| 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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Pavletic, M.M., A. Schwartz, J. Berg, & D. Knapp. 1994. An assessment of the outcome of the alternative medical and surgical laboratory program at Tufts University.
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| No difference was found in surgical confidence or ability of veterinary graduates who had participated in an alternatives course of study versus those who had participated in a
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Prentice, E.D., W.K. Metcalf, T.H. Quinn, J.G. Sharp, R.H. Jensen & E.A. Holyoke. 1977. Stereoscopic anatomy: Evaluation of a new teaching system in human gross anatomy.
Journal of Medical Education 52: 758-763. |
| Based on physician assistant student learning performances, the authors concluded that use of labeled sequential slides of anatomical dissections provided a viable alternative to
dissection. |
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Strauss, R.T. and Kinzie, M.B. 1994. Student achievement and attitudes in a pilot study comparing an interactive videodisc simulation to conventional dissection. The American
Biology Teacher 56(7): 398-402. |
| Two groups of high school students performed equally on a test following either animal dissection or interactive videodisc simulation. |
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White, K.K., L.G. Wheaton & S.A. Greene. 1992. Curriculum change related to live animal use: A four-year surgical curriculum.Journal of Veterinary Medical. Education 19:
6-10. |
| 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
experience. |
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Dewhurst, D.G. & L. Jenkinson. 1995. The impact of computer-based alternatives on the use of animals in undergraduate teaching. ATLA 23: 521-530. |
| 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
animal use. |
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Erickson, H.H. & V.L. Clegg. 1993. Active learning in cardiovascular physiology. Pp. 107-108 in Modell, H.I., & Michael, J.A. (editors). Promoting Active Learning in the
Life Science Classroom. Annals of the New York Academy of Sciences Vol. 701. New York, NY. |
| 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
dissections on them. |
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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
Pharmacology Vol 80,: 591P. |
| Undergraduate pharmacology students using biovideograph performed significantly better on post-laboratory tests than those participating in the organ-based laboratories. |
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Huang, S.D. & J. Aloi. 1991. The impact of using interactive video in teaching general biology. The American Biology Teache r 53(5): 281-284. |
| Biology undergraduate students using a computer-assisted interactive videodisc system which included dissection simulations performed significantly better than students who had not
used the computer-aided instruction. |
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Johnson, A.L. & J.A. Farmer. 1989. Evaluation of traditional and alternative models in psychomotor laboratories for veterinary surgery. Journal of Veterinary Medical.
Education. 16(1): 11-14. |
| 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
proficiency. |
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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
Research in Science Teaching 30(8): 989-1000. |
| 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.
S47 - S54. |
| 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.
Advances in Physiology Education 11: S36-S46. |
| 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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