Using Plastinated Specimens in Teaching Veterinary Anatomy
Authors: Henry R. W. 
Published: November 2005

Teaching veterinary anatomy continually presents new challenges. Cadaver procurement and usage comes under question from students, administration and the community. Student expectations rise while there participation wanes. Grades are hopelessly inflated. Time has been sliced away from many basic science courses. What can we do? We can run away or devise a plan. We use a tool that can make all these problems seem worse, it will take more of your time and your Dean's money, it will make some students angry with you, but it is a great hobby for those who enjoy preparing anatomical specimens. Plastination! Our lab has been using plastination for 20 years. Plastination was invented by Dr. Günter von Hagens 26 years ago at the University of Heidelberg. The silicone plastination process has four major steps. For a laboratory to be successful and remain even after you retire or get fired, the first step in the process must be done meticulously. Step 1: Specimen preparation and fixation ‐ plan what the specimen should demonstrate. Hollow organs must be dilated and fixed in a dilated form. Specimens must be positioned in an anatomical arrangement. Step 2: Dehydration: Cold (‐25°C) Acetone is preferred, however alcohol may be used. Step 3: Impregnation: Replacing the volatile solvent (acetone) with a curable polymer. Step 4: Curing, hardening, or cross‐linking the polymer ‐ also a critical step. You must know what the final product is to look like. Once cured, the specimen will remain in that position. Silicone plastination yields somewhat life‐like, dry, durable, aesthetically pleasing specimens that can be used in most any circumstance and any audience. Labelling specimens and/or photographing the specimens and labelling the photograph will enhance student use. Usage: A. Anatomical instruction ‐ Two formats have been used. 1. Plastinated specimens used with no wet dissection of that region and 2. Specimens used as a supplement and review after dissection has been completed. B. Client or public education. C. Anatomical review for Veterinarians. D. Display of anatomy area for tours. Benefits: A. Medical students and Practitioners ‐ Specimens are dry, therefore they are convenient to use at any time even on short notice. Items that are difficult to dissect and/or visualize are good adjuncts to teaching. B. Client/Public education ‐ Great public relations as well as seeing the involved anatomy. C. Anatomy program ‐ The use of prosected, plastinated large animal specimens allows students access to competently prepared, long lasting study material. By not having to dissect the entire large animal cadaver, students do not rush through dissection of the equine and bovine species limbs to compensate for the reduction in laboratory time. This approach allows sufficient time for students to study the limbs of various species within the time frame dictated by the curricular revision. Disadvantage: Some students may not do a complete dissection and/or not use their wet specimens for study/review. Some students want everything to be plastinated so they can memorize one example and forget about variation. Polyester and epoxy polymers may also be used for plastination. These polymers yield are used for preparing thin body slices, which are not flexible. With the advent of MRI, CT and ultrasonography an understanding of sectional anatomy is necessary, these thin slices are an ideal tool to aid understanding images of these modalities. Plastination is a fabulous tool, which is recommended as an adjunct for teaching anatomy.