Learning Perception of Veterinary Students about Cardiovascular Physiology Using a Functional Model

Learning the physiology of the cardiovascular system can be difficult for students, but the use of active teaching methodologies can help and enhance learning. To facilitate the understanding of how the cardiovascular system works, we built a functional model for Veterinary Medicine students attending a cardiovascular physiology lecture and evaluated their self-reported perceptions of how well they learned. We used simple materials to construct the cardiovascular model, such as bottles of transparent polyethylene terephthalate (PET), transparent tubing, rubber balloons, and rubber pears taken from aneroid manometers. Twenty-four veterinary students attended a traditional cardiovascular physiology lecture before being introduced to the functional model. Each student then filled out a structured questionnaire that assessed their learning perception. The data was analyzed by chi-squared (X[superscript 2]) test. We observed that most students considered the use of the model to be a more efficient and satisfactory learning method (p < 0.05). The functional model proved to be a useful tool for learning cardiovascular system physiology. Through the model, the students were able to visualise the way that important structures function, an outcome that is often not possible in classes involving animal vivisections. Moreover, the model facilitates the teaching of the pathophysiology of the cardiovascular system.