THE EVOLUTION OF THE PRACTICAL EDUCATION OF THE ANATOMY UNITS OF THE VETERINARY MEDICINE IN THE UNIVERSITY OF ÉVORA: USE OF CORPSES: PRIVILEGE OR TRIVIALITY?

Abstract

For many years in anatomical classes it has been usual to use corpses for both the initiation of the procedures and the study of morphology. With the EU Directive 2010/63/EU that states that “the use of animals for scientific or educational purposes should therefore only be considered where a non-animal alternative is unavailable”, the indiscriminate use of animals in the veterinarian's teaching was altered. At the same time students began to be sensitized to animal behavior and welfare and to the fact that animals are sentient beings. In our classroom context, the student is initially oriented to the use of anatomical models (mannequins) and then to the use of virtual material. Acquired these skills, the students go to classes using biological material previously fixed in formaldehyde and then preserved in a 30% aqueous solution of sodium chloride. The use of sodium chloride as an alternative to the material fixed in formaldehyde has the advantage of having no odors, showing no color and texture change, being non-toxic and not allowing contamination by microorganisms. But the biggest advantage is allowing easy handling of the muscular structures for study. Finally, at the end of the learning the student can use corpses, this being a privilege and never a triviality. This enables the future veterinary surgeon to acquire unique skills with hands on, but only after having practiced in a variety of other alternative means. This approach allows the student to be sensitized to the fact that the use of corpses is a privilege which is increasingly a result of the consent of the owners of the euthanized animals and / or animals that died of natural causes. This procedure has resulted in a greater sensitization of students to the problem of animal ethics. Key words: anatomy; cadavers; ethics; models; veterinary