How Delivery Kits Saved Veterinary Education During Lockdown
In a race against time and a devastating virus, veterinary professors devised a simple yet revolutionary solution to bring the dissection lab right into students' homes.
When the COVID-19 pandemic forced universities worldwide to close their doors in 2020, veterinary educators faced an unprecedented crisis. How could students learn the intricate, three-dimensional art of animal anatomy through a computer screen? For disciplines requiring hands-on experience with cadavers, the shift to remote learning seemed impossible.
At the University of São Paulo's Faculty of Animal Science and Food Engineering, a resourceful team refused to let practical education disintegrate. Their ingenious response? Packaging entire anatomical laboratories into portable kits and delivering them to the doorsteps of 123 veterinary students 1 2 . This article explores how these delivery anatomy kits not only preserved essential veterinary training during global lockdown but may have forever changed the future of anatomical education.
Veterinary anatomy forms the foundational language of animal medicine—the essential knowledge of structure, position, and relationship between body parts that every clinician must master 7 . Before the pandemic, this education blended theoretical instruction with indispensable hands-on laboratory sessions where students learned through direct contact with dissected and prosected cadavers, developing the tactile understanding necessary for future surgical skills 7 .
The pandemic obliterated this hands-on approach. Social distancing measures made cadaver dissection laboratories impossible, and educators worldwide scrambled for alternatives 3 . While digital tools offered temporary solutions for theoretical components, students and educators alike recognized their limitations.
A survey of 684 Iranian veterinary students revealed that less than 1% considered online education suitable for the practical components of anatomy 3 . Another global study encompassing 961 students from 87 countries found that while online learning had merits for theory, the absence of practical specimen handling created significant learning gaps 7 .
"The acceptance of the kits was unanimous with adherence by all the students, who had the opportunity to experience the Anatomy class in its entirety, without leaving their homes," reported researchers from the University of São Paulo 1 .
Faced with these challenges, the team at the University of São Paulo conceived and executed an ambitious plan to create portable anatomy laboratories. Their approach combined traditional preservation techniques with innovative logistics to maintain educational continuity during social distancing restrictions 2 .
The team utilized 93 cadavers from ethical sources—85 dogs and cats from the Zoonosis Control Center and 8 stillborn pigs from the university's swine breeding program 2 .
Cadavers were carefully perfused with a 10% formaldehyde solution via the carotid artery to ensure proper preservation, then dissected to create specific anatomical assemblies 2 .
Two types of kits were prepared—62 for Animal Anatomy II focusing on splanchnology (visceral structures), and 61 for Applied Anatomy emphasizing topographic anatomy and surgical approaches 2 .
| Component | Description | Educational Purpose |
|---|---|---|
| Visceral Block | Tongue, larynx, esophagus, trachea, thyroid, thymus, lungs, heart removed as a single unit | Demonstrate organ connectivity and spatial relationships in thoracic and cervical regions |
| Gastrointestinal System | Complete digestive tract from tongue to anus | Study of digestive system morphology and organization |
| Urogenital Organs | Kidneys, ureters, bladder, and reproductive structures | Understanding urinary and reproductive system anatomy |
| Half-Heads | Sagittally-sectioned heads created with a band saw | Study of cranial anatomy, oral and nasal cavities |
| Limbs and Spine | Thoracic and pelvic limbs with vertebral sections | Topographic anatomy for surgical approach planning |
| Maintenance Supplies | 50% alcohol solution and sealed storage systems | Preservation of specimens for repeated home use |
At the conclusion of the courses, students provided feedback on their experience with the anatomy kits through online questionnaires. The response was overwhelmingly positive, with unanimous acceptance of the methodology among all participating students 1 2 .
When comparing academic performance, researchers found no significant difference between the grades of students who used the anatomy kits and those from four pre-pandemic classes, suggesting that the kits successfully preserved learning outcomes despite the extraordinary circumstances 2 .
No significant difference in academic performance between anatomy kit users and pre-pandemic classes 2 .
| Learning Aspect | Anatomy Kit Satisfaction | Online-Only Satisfaction (Iranian Survey) |
|---|---|---|
| Practical Skill Development | High (direct hands-on experience) | Very Low (<1% found online suitable for practical anatomy) |
| Theoretical Understanding | Supported through combined approach | Moderate (52.76% found online suitable for theory) |
| Overall Learning Experience | Unanimous acceptance | Low (only 13.5% supported replacing in-person with remote) |
| Technology Comfort | Not reliant on student tech access | High (69.3% comfortable with technology) |
The success of delivery anatomy kits during the pandemic has contributed to a broader reevaluation of how veterinary anatomy can be taught effectively. Educational approaches that emerged during lockdowns are now being integrated into contemporary teaching models, creating more flexible and accessible learning opportunities.
Real tissue handling, home study flexibility, no special technology required
Odor-free, durable, safe for extended handling outside lab
Color-coded structures, excellent durability, no ethical concerns
Accessible anywhere, repeatable use, no physical storage needs
Inspired by similar principles, educators at Tufts University developed a "plastinate library" program where students could check out durable, odor-free plastinated specimens for home study 9 . In this program, 33 students were divided into groups—some receiving multi-species kidney sets, others single specimens, and a control group using only laboratory resources 9 .
The qualitative assessment revealed high student satisfaction, with participants reporting that the take-home specimens provided advantages including "flexible time study and better possibilities to explore the anatomical differences between the species in three-dimensional materials" 9 .
The pandemic also accelerated adoption of 3D printing technologies in anatomy education. A 2025 study demonstrated that multicolored 3D printed neuroanatomical models significantly enhanced student performance and satisfaction compared to traditional formalin-preserved specimens alone 5 .
Similarly, virtual anatomy platforms like Colorado State University's Virtual Animal Anatomy software saw massive adoption during campus closures, serving over 12,000 learners across 140 schools worldwide 8 . These digital tools, initially deployed as emergency measures, are now being refined with accessibility features and integrated into blended learning approaches 8 .
The delivery anatomy kits developed during the COVID-19 pandemic represent far more than a temporary emergency solution. They demonstrate the remarkable capacity of educators to adapt and innovate when faced with unprecedented challenges. By bringing the laboratory to the student, these kits preserved essential hands-on learning experiences while providing new insights into flexible anatomical instruction.
As veterinary education evolves into a blended model combining the best of traditional and innovative approaches, the lessons from these anatomy kits continue to influence curriculum design. The success of this initiative reminds us that even in the face of global disruption, educational ingenuity can not only maintain but enhance the learning experience for future veterinary professionals.
"The method had high acceptance by the students, who believed that having the plastinate library was advantageous from different perspectives," noted researchers studying similar approaches, highlighting the lasting value of making anatomical specimens accessible beyond the traditional laboratory 9 .