Reflection on Anatomy Knowledge

Reflecting on my anatomy knowledge at the start of my MSc.

Anatomy is defined as “The branch of science concerned with the bodily structure of humans, animals, and other living organisms, especially as revealed by dissection and the separation of parts” – (Oxford Dictionary, 2018). To become a competent and effective veterinary physiotherapist, a thorough understanding of anatomy is key (Fentem-Jones, 2014), a specific focus being that of biomechanics and the musculoskeletal system, including muscle function and interaction (McGowan and Goff, 2016).

Prior to starting this MSc, I had very basic equine and canine anatomy knowledge. To start preparing me for the work ahead I enrolled on the Equinology EQ50 Equine Anatomy course to give myself good foundation knowledge, however I did not manage to complete this before the start of the academic year. In my first dissection lecture it became evident how little I actually knew, as when dissecting I could not name each structure and had little awareness of the function of each muscle. I began to find the sheer volume of knowledge I needed to learn quite daunting especially working full time and with the commitments of my own animals. Working full time whilst in education has been shown to have undesired results during study (Curtis and Shani, 2010), and although this has been argued by Nonis and Hudson (2010), who found there has been no direct link between time spent studying or at work and academic performance, I realised I still had to manage my time effectively to balance work and leisure to reduce stress (Misra and McKean, 2000).

To make learning anatomy manageable, I have kept an organiser to break down my revision and balance with work and leisure which I’m hoping will optimise my learning. My strengths within advanced functional anatomy are my knowledge of anatomical language and abbreviations, my weaknesses are the origin and insertions of muscles along with innervation.

In hindsight, it would have been to my advantage to complete the EQ50 Anatomy course prior to starting my MSc so I would have had a good foundation for my learning and it would have lessened the amount I am needing to learn in one year. However, now I am aiming to manage my time efficiently and breaking down my anatomy learning with tests at the end of each week, as this has been shown to improve learning (Roediger and Karpicke, 2006).

I am effectively managing my time to create a better work/life balance, avoiding stress. I am also implementing the use of memory tests (Roediger and Karpicke, 2006) and taking regular breaks to improve focus and get the most out of my study days (Spreitzer and Porath, 2012). Since starting my MSc, my anatomy knowledge has improved tremendously through revision and dissection practicals. Although there is still a lot I need to learn, I now feel I have useful strategies for revising and consolidating my knowledge.

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References

Anon (2018), Oxford Dictionary: London. Available at: [Accessed: 20 January 2018].

Fentem-Jones, H (2014). January 16). Veterinary Physiotherapy. Available at: [Accessed: 20 January 2018].

McGowan, C and Goff, L (2016). Animal Physiotherapy: Assessment, Treatment and Rehabilitation of Animals. Oxford: Wiley-Blackwell.

Misra, R and McKean, M (2000). College students’ academic stress and its relation to their anxiety, time management and leisure satisfaction. American Journal of Health Studies. 16(1), pp. 41-51.

Nonis, SA and Hudson, GI (2010). Academic performance of college students: influence of time spent studying and working. Journal of Education for Business. 81(3), pp. 151-159.

Roediger, H and Karpicke, J (2006). Test-Enhanced Learning - Taking Memory Tests Improves Long-Term Retention. Psychological Science. 17 (3), pp. 249-255.