Preface
This text is a laboratory manual for a detailed study of comparative veterinary anatomy and physiology. It was written because there is no adequate laboratory manual on this subject currently in publication for students of veterinary technology or pre-veterinary medicine.
There are a few laboratory manuals currently in publication that describe methods for the dissection of the cat; however, these guides are written as laboratory manuals for human anatomy and physiology courses, and therefore the cat’s anatomical nomenclature is humanized. For example, the pectoralis profundus muscle is labeled the pectoralis minor muscle in these laboratory guides. Most notably, there is no other manual on the market that provides students with detailed dissection instructions such as can be found in this edition.In addition to the need for an anatomically correct dissection manual for the cat, there is a need for a laboratory manual that compares the anatomies of the major species encountered in the practice of veterinary medicine. Because this manual is primarily aimed at students in veterinary technology programs, or in pre-veterinary medicine anatomy and physiology courses, it does not approach either the scope or the depth of courses in veterinary histology or anatomy taught in a college of veterinary medicine.
However, it is a valuable resource book for veterinary medicine in that it is perhaps the only feline dissection manual that uses accurate veterinary anatomical nomenclature.
At the beginning of each chapter there is a list of the major objectives students will learn. In addition, there is a list of materials needed to complete the chapter. This suggested list will help instructors purchase materials, anatomical models, instruments, and supplies for students to use during the study of the organ system that the chapter covers.
This laboratory manual is more than just a dissection guide; it also contains information to enhance the study of anatomy and physiology. In addition to text that explains both the anatomy and physiology of an organ system, there is at least one physiology exercise in each chapter, beginning with Chapter 7, The Skeletal System. These exercises are designed to demonstrate a physiological principle that relates to the study of the specific organ system covered in the chapter. Some of these exercises also serve as a preview to a course in clinical laboratory medicine.
In each chapter there are words that are in burgundy bold print, blue bold print, or green bold print. The purpose of this differentiation is to establish a hierarchy of importance with regards to structures and functions of special emphasis that students should know.
The levels of special emphasis are listed as follows:
• Burgundy bold print: the most important names of functions, structures, and physiological principles are listed in burgundy bold print. If a structure is listed in colored bold print, students should identify this structure and know it. Individual instructors may add structures they think are also important or eliminate structures they think are of minimal importance. If the same structure is to be located again later in the exercise, then it is given in italics, unless it needs some special emphasis, in which case it appears in blue bold print.
• Blue bold print: Words in blue bold print are names of structures, functions, and principles that need special emphasis, but are not as crucial to know as words in burgundy bold print. Structures included in optional dissections are listed in blue bold print.
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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience.
Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.• Green bold print: Words in green bold print identify structures, functions, and principles that need emphasis, but not as great as words in blue bold print. Also, structures that were noted for identification previously in an exercise with burgundy bold or blue bold print are listed in italics when noted again. In this case, students should identify and know these structures.
In the chapters on microscopic anatomy and histology, areas for students to draw what they see through their microscopes are included. These areas are represented by large white circles, which of course is what would be seen when looking through a microscope. The illustrations included in the chapter are not intended to serve as substitutes for these drawings; rather, these are idealized drawings of tissue to represent the morphology of cells and tissues being studied. What students view through their microscopes may not have the exact same appearance as the illustrations because of differences in slides or histological sectioning. Students need to learn what their own slides look like because this is the material on which they will be tested.
It was important to add a section in each chapter, where applicable, on a topic of clinical significance. By the nature of the material, students may occasionally feel that the information they are asked to learn is more than they will ever use, and this section illustrates the clinical relevancy of the information presented.
Also, the Veterinary Vignettes sections are true stories that the author, Dr. Cochran, experienced when he owned his own practice, worked as a relief veterinarian, or encountered ill or injured animals during his teaching years. The names of the owners and animals are fictional as a courtesy to protect their identity.
These stories are designed to help hold students’ interest in the subject matter, and again to show the clinical relevance of the material presented.
The anatomical and pathophysiological terminology used in these stories would not be used in similar stories for the non-veterinary educated public. However, because the purpose of this book is to help students learn and understand veterinary anatomical and medical terms, their use in this text is applicable.This book is designed to accommodate all courses in anatomy and physiology at the veterinary technician or pre-veterinary level of education. Each instructor may choose the depth in which he or she covers each topic, and the order in which it is covered.
The physiology lab exercises teach students some very important physiological principles, and they can be a lot of fun. The intent of this book is to present the material in a sufficiently flexible manner to accommodate all laboratory courses in anatomy and physiology.
Also Available for the Instructor:
Instructor Guide to Accompany Veterinary Anatomy and Physiology
ISBN: 1-4354-6433-8
ISBN 13: 978-1-4354-6433-9
This Instructor Guide is broken up into two sections. The first section contains a list of chapter objectives, materials list, and helpful tips for conducting the exercises contained in the core text. The second section contains the answer key to the all new end of chapter review questions.