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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Sprache: Englisch
A fully updated new edition of the most complete guide to the veterinary assistant curriculum
The newly revised Second Edition of Textbook for the Veterinary Assistant delivers a complete exploration of the veterinary assisting curriculum and acts as a comprehensive text for students and instructors. The book discusses all aspects of the curriculum approved by the National Association of Veterinary Technicians in America.
The book is thoroughly updated to reflect cutting-edge advances in veterinary practice and includes a new chapter on laboratory considerations and an updated chapter on avian and exotics covering popular exotic pets. Readers get access to an expanded companion website that offers teaching PowerPoints, homework assignments, self-assessment tests and quizzes, multiple-choice questions, teaching activities, breed study guides, and instructional video clips.
Textbook for the Veterinary Assistant also includes:
- A thorough introduction to medical terminology for veterinary assistants, including prefixes, suffixes, and common abbreviations used in veterinary medicine
- Comprehensive explorations of veterinary anatomy, including anatomical directional terms and all relevant anatomical systems
- Practical discussions of the behavior, handling, and restraint of animals, including explorations of animal body language
- In-depth examinations of animal nutrition, including discussions of weight management, body condition scoring, and food assessment
Textbook for the Veterinary Assistant is the ideal resource for veterinary assistant students and veterinary assistants studying for the NAVTA Approved Veterinary Assistant exam, as well as practicing veterinary assistants seeking a one-stop resource that includes up-to-date information on topics such as restraint, behavior, nutrition, anatomy, and laboratory considerations. It is also useful for veterinary technology students in introductory courses.
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Seitenzahl: 639
Veröffentlichungsjahr: 2021
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Table of Contents
Cover
Title Page
Copyright Page
Dedication Page
Acknowledgments
About the Companion Website
Chapter 1: Introduction to the Veterinary (or Assistant) Profession
Ethics
References
Chapter 2: Medical Terminology
Medical terms
Prefixes
Suffixes
Root words
Common abbreviations used in veterinary medicine
References
Chapter 3: Anatomy
Anatomical directional terms
Skeletal system
Branches of science
Body systems
External anatomy
Common veins
Muscles
Internal organs
Urogenital system
Internal structures of the thorax
Conclusion
References
Chapter 4: Behavior, Handling, and Restraint
Social behavior
Animal body language
Fear Free®
Identification
Avian restraint
Reptile restraint
Rabbit restraint
Handling rodents
References
Chapter 5: Office Procedures and Telephone Techniques
Telephone techniques
Office procedures
References
Chapter 6: Nutrition
Overview
Proteins
Carbohydrates
Fats
Vitamins
Minerals
Water
Palatability
Recommendations
Weight management
Summary
References
Chapter 7: Breeds
Cat breeds
Dog breeds
References
Chapter 8: Breeding and Genetics
Introduction
Dogs
Cats
Determining gender in puppies and kittens
Breeding management
References
Chapter 9: General Nursing Care and Physical Exams
Taking a history
Physical exam
Determining and recording vitals
General nursing care
Common diseases
References
Chapter 10: Exam Room Procedures
Recognizing ectoparasites
Nail trimming
Ear cleaning
Eye medications
Anal glands
Bathing animals
Administering oral medications
Maintaining exam room equipment
Chapter 11: Immunology
Innate immunity
Acquired immunity
Cell‐mediated immunity
Vaccination
References
Chapter 12: Laboratory Procedures
Laboratory considerations
Safety
Equipment
Quality control
Sample collection
References
Chapter 13: Pharmacology
Drug classifications
Storage and disposal of drugs
References
Chapter 14: Radiology
Radiology safety measures and guidelines
Cleaning screens
Labeling, filing, and storage of radiographs
Radiographic positioning
Processing
Quality control
Conclusion
References
Chapter 15: Surgical Assisting
The sterilization process
Wrapping a surgical pack
Cold sterilization
Instruments
Suture material and suture needles
Gowns and Drapes
The sterile field
Preparing for surgery
Opening and passing sterile items
Preparing the patient
Postsurgical procedures
Surgical positioning
Surgical monitoring
Surgical log
Surgical room conduct
Chapter 16: Avian, Exotics, and Rodents
Avian
Reptiles, Amphibians, and Fish
Rabbits
Guinea pigs
Mice and rats
Gerbils
Hamsters
Ferrets
Hedgehogs
Sugar gliders
Chinchillas
References
Resources
Chapter 17: Equine
Skeletal system
Digestive tract
Nutrition
Behavior and handling
Nursing care and husbandry of horses
References
Chapter 18: Preparing for Internships and Employment
Interview
Resumé writing
Cover letter
References
Resources
Chapter 19: Inventory
What will be inventoried in your clinic or hospital?
A well‐run pharmacy
The want list
The veterinary assistant’s role
Drug inventory
Human versus computer: both needed!
Organizing inventory
References
Chapter 20: Euthanasia and Pet Loss
The five stages of grief
References
Chapter 21: Client Management
Evaluating your clients
Client management; essential skills for the veterinary assistant
Employee roles
References
Chapter 22: Medical Records
References
Chapter 23: Occupational Safety and Health Administration
What is the Occupational Safety and Health Administration?
Material safety data sheets
OSHA labeling of secondary containers
OSHA inspections
Common OSHA veterinary violations
Fines
References
Chapter 24: Pet Health Insurance
References
Resources
Glossary
Index
End User License Agreement
List of Tables
Chapter 9
Table 9.1 Body system abnormalities.
Table 9.2 Normal pulse rates.
Table 9.3 Number of deciduous and permanent teeth in dogs and cats.
Table 9.4 Timeframe of tooth eruption in dogs and cats.
Table 9.5 Disposing of hazardous materials.
Chapter 11
Table 11.1 Vaccine terminology.
Chapter 12
Table 12.1 Anticoagulants and cap colors.
Chapter 13
Table 13.1 Pharmacology terms and definitions.
Table 13.2 Controlled substances categories.
Table 13.3 Common abbreviations used in prescriptions.
Table 13.4 Endoparasites.
Chapter 14
Table 14.1 Manual processing of radiographs.
Chapter 15
Table 15.1 Common sutures used in veterinary medicine.
Chapter 17
Table 17.1 Energy in carbohydrates.
Chapter 24
Table 24.1 Comparison of two pet insurance companies for a 6‐month‐old inta...
List of Illustrations
Chapter 3
Figure 3.1 Median plane.
Figure 3.2 Anterior/posterior.
Figure 3.3 Medial/lateral.
Figure 3.4 Proximal/distal.
Figure 3.5 Anatomical terms.
Figure 3.6 Rostral.
Figure 3.7 Cranium.
Figure 3.8 Vertebral formula.
Figure 3.9 Bones of the forelimb.
Figure 3.10 Bones of the hindlimb.
Figure 3.11 External anatomy of the head.
Figure 3.12 External anatomy, anterior portion.
Figure 3.13 External anatomy, posterior portion.
Figure 3.14 External anatomy, middle portion.
Figure 3.15 Veins.
Figure 3.16 Saphenous vein.
Figure 3.17 Muscles.
Figure 3.18 Internal organs.
Figure 3.19 Gallbladder/liver.
Figure 3.20 Urinary system.
Figure 3.21 Female anatomy.
Chapter 4
Figure 4.1 Rope leash.
Figure 4.2 Application of gauze muzzle (1).
Figure 4.3 Application of gauze muzzle (2).
Figure 4.4 Light restraint.
Figure 4.5 Tender hold during physical examination.
Figure 4.6 Relaxed cat facial expression.
Figure 4.7 Feline towel restraint.
Figure 4.8 Cat restraint bag.
Figure 4.9 Lateral recumbency restraint.
Figure 4.10 Fear and stress in (a) cats and (b) dogs.
Figure 4.11 Restraining a bird with a towel. Courtesy of Kara M Burns, LVT, ...
Chapter 5
Figure 5.1 Health‐care team member and client.
Figure 5.2 Name badge alternatives.
Chapter 6
Figure 6.1 BCS descriptors for dogs in a five‐point system.
Figure 6.2 BCS descriptors for cats in a five‐point system.
Chapter 8
Figure 8.1 Pregnant bitch.
Figure 8.2 Water sac presented.
Figure 8.3 Puppy being born.
Figure 8.4 Placenta.
Figure 8.5 Breaking sac.
Figure 8.6 Bitch nursing pups.
Figure 8.7 Gender identification.
Chapter 9
Figure 9.1 Taking pulse in the femoral artery of a cat.
Figure 9.2 Arrows pointing to the femoral artery of a cat.
Chapter 10
Figure 10.1 Overgrown nails.
Figure 10.2 Tick.
Figure 10.3 Louse.
Figure 10.4 Flea dirt.
Figure 10.5 Dog nail anatomy.
Figure 10.6 Cat nail anatomy.
Figure 10.7 Resco.
Figure 10.8 Cat nail trimmer.
Figure 10.9 Scissor trimmers.
Figure 10.10 Human nail trimmer.
Figure 10.11 Kwik Stop.
Figure 10.12 Silver nitrate sticks.
Figure 10.13 Ear anatomy.
Figure 10.14 Ear cleaning.
Figure 10.15 Eye drops.
Figure 10.16 Eye ointment.
Figure 10.17 Anal gland anatomy.
Figure 10.18 Finger cot.
Figure 10.19 Giving oral medication to a dog,
Figure 10.20 Administering liquid medication to a dog.
Figure 10.21 Administering liquid medication to a cat.
Figure 10.22 Administering a pill or capsule to a cat.
Figure 10.23 Ophthalmoscope.
Figure 10.24 Otoscope.
Figure 10.25 Interchangeable handle.
Figure 10.26 Thermometer.
Figure 10.27 Thermometer.
Chapter 12
Figure 12.1 Binocular microscope. Courtesy of Lori Renda‐Francis, LVT, PhD
Figure 12.2 When performing a fecal floatation, be sure to mix stool materia...
Figure 12.3 This allows for the parasite eggs to float to the surface
Figure 12.4 The eggs are collected from the surface using a glass slide. The...
Chapter 14
Figure 14.1 Radiographic positions.
Chapter 15
Figure 15.1 Autoclave.
Figure 15.2 Indicator strip.
Figure 15.3 Surgical pack prior to autoclaving.
Figure 15.4 Surgical pack after autoclaving.
Figure 15.5 Surgical scissors.
Figure 15.6 Hemostats.
Figure 15.7 Thumb tissue forceps.
Figure 15.8 Suture cassette (spool).
Figure 15.9 Individual suture pack with needle.
Figure 15.10 Swaged‐on needle.
Figure 15.11 Suture needles.
Figure 15.12 Steps to folding a gown.
Figure 15.13 Steps to folding a gown.
Figure 15.14 Steps to folding a gown.
Figure 15.15 Steps to folding a gown.
Figure 15.16 Steps to folding a gown.
Figure 15.17 Steps to folding a gown.
Figure 15.18 Steps to folding a gown.
Figure 15.19 Steps to folding a gown.
Figure 15.20 Closed gloving technique.
Figure 15.21 Closed gloving technique.
Figure 15.22 Open gloving technique.
Figure 15.23 Open gloving technique.
Figure 15.24 Open gloving technique.
Figure 15.25 Open gloving technique.
Figure 15.26 Sterile pouch.
Figure 15.27 V‐trough.
Figure 15.28 Table made into a V shape.
Figure 15.29 Sharps container.
Figure 15.30 Biohazard bag.
Chapter 16
Figure 16.1 Meyer’s parrot in towel restraint.
Figure 16.2 Meyer’s parrot clutching pellet/seed ball.
Figure 16.3 Bearded dragon shedding skin – arrow points to skin on nose read...
Figure 16.4 Blue tongue skink cage and nutrition example.
Figure 16.5 Domestic rabbit. Courtesy of Kara M Burns, LVT, VTS (Nutrition)....
Figure 16.6 Guinea pigs.
Chapter 17
Figure 17.1 Equine skeleton.
Figure 17.2 Grazing.
Figure 17.3 Small herd of companion animal horses.
Figure 17.4 Approach to the horse from the left, or near, side. Note the rig...
Figure 17.5 Central sulcus (green arrow) and lateral sulci (white arrows) of...
Chapter 18
Figure 18.1 Example cover letter.
Chapter 19
Figure 19.1 Pharmacy.
Figure 19.2 Want list.
Figure 19.3 Safe, opened.
Chapter 20
Figure 20.1 The human–animal bond between a technician and her horse.
Figure 20.2 The Rainbow Bridge poem with a pet’s paw print.
Chapter 22
Figure 22.1 Client/patient form.
Figure 22.2 Client/patient assessment form.
Figure 22.3 Client/patient notes form.
Chapter 23
Figure 23.1 Secondary labeling.
Guide
Cover Page
Title Page
Copyright Page
Dedication Page
Acknowledgments
About the Companion Website
Table of Contents
Begin Reading
Glossary
Index
Wiley End User License Agreement
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Textbook for the Veterinary Assistant
Second Edition
Kara M. Burns, MS, MEd, LVT, VTS (Nutrition)
Independent Consultant
Lafayette, IN, USA
Lori Renda‐Francis, LVT, BBA, M.Ed, PhD
Macomb Community College
Clinton Township, MI, USA
This second edition first published 2022© 2022 John Wiley & Sons, Inc.
Edition HistoryJohn Wiley & Sons, Inc. (1e, 2014)
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.
The right of Kara Burns and Lori Renda‐Francis to be identified as the authors of the editorial material in this work has been asserted in accordance with law.
Registered OfficeJohn Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, USA
Editorial Office111 River Street, Hoboken, NJ 07030, USA
For details of our global editorial offices, customer services, and more information about Wiley products visit us at www.wiley.com.
Wiley also publishes its books in a variety of electronic formats and by print‐on‐demand. Some content that appears in standard print versions of this book may not be available in other formats.
Limit of Liability/Disclaimer of WarrantyThe contents of this work are intended to further general scientific research, understanding, and discussion only and are not intended and should not be relied upon as recommending or promoting scientific method, diagnosis, or treatment by physicians for any particular patient. In view of ongoing research, equipment modifications, changes in governmental regulations, and the constant flow of information relating to the use of medicines, equipment, and devices, the reader is urged to review and evaluate the information provided in the package insert or instructions for each medicine, equipment, or device for, among other things, any changes in the instructions or indication of usage and for added warnings and precautions. While the publisher and authors have used their best efforts in preparing this work, they make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties, including without limitation any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives, written sales materials or promotional statements for this work. The fact that an organization, website, or product is referred to in this work as a citation and/or potential source of further information does not mean that the publisher and authors endorse the information or services the organization, website, or product may provide or recommendations it may make. This work is sold with the understanding that the publisher is not engaged in rendering professional services. The advice and strategies contained herein may not be suitable for your situation. You should consult with a specialist where appropriate. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.
Library of Congress Cataloging‐in‐Publication Data Applied for:ISBN: 9781119565314
Cover Design: WileyCover Images: Courtesy of Lori Renda‐Francis; Courtesy of Lynn Roland, LVT
Dedication
The editors wish to thank the contributors from the first edition.
Your contributions aided in the success of the first edition and allowed for the expansion of topics in this second edition. 0005211607.
Acknowledgments
Writing a book is no small feat. Developing this second edition has truly been an honor. This would not have been possible without the support of several individuals who have helped me throughout this journey.
First and foremost, I want to thank my wife Ellen Lowery, DVM, PhD, MBA. You make my life complete and give me the courage to pursue all of my dreams. Thank you for your encouragement and support in this endeavor and for inspiring me to always follow my dreams! Thank you for being the love of my life!
I would like to thank my co‐author Lori Renda‐Francis, LVT, PhD for her friendship and support as our second edition came to fruition. May God continue to watch over you and your family – two and four legged!
Thank you to our colleagues at Wiley Blackwell. Specifically, our managing editor Merryl Le Roux and our executive editor Erica Judisch. We are truly grateful for your support and guidance on this journey.
Thank you to the National Association of Veterinary Technicians in America (NAVTA) for the support given to Lori and myself to write this book and for the support NAVTA gives to the entire veterinary profession and all healthcare team members.
Finally, thank you to all the pets, past and present, which have gifted our lives with your presence. To name them all would be a book in itself, but each of you have touched my life and brought infinite joy.
Kara M. Burns
It has been an honor and a privilege to have the opportunity to write a textbook for veterinary assistants. I can only hope that this second edition continues to teach and inspire students to become loving and caring professionals.
I have been very fortunate to have the support of friends, family, and colleagues throughout the writing of this textbook. These individuals have provided the assistance and encouragement necessary for me to successfully complete this book. To all of them, I express my sincere thanks.
I would like to thank my parents, Marilyn and Joe Renda, for always believing in me, encouraging me, and supporting my love for animals, and for allowing me to keep all the little critters that I snuck into the house. Mom’s heartfelt encouraging words and Dad’s strong work ethic and persistence taught me that working hard for things you want will be worth it in the end.
I would also like to thank my sisters Wendy and Shelly, my son Brad and daughter‐in‐law Jen for being by my side encouraging me. Most of all, I would like to thank my husband Steve for the incredible sacrifices he has made to ensure I was successful in this endeavor. Steve, you are a great husband and wonderful father. Thank you for your love, dedication, support, and encouragement and for believing in me even when I did not believe in myself.
Thank you to all of the contributors of this book. Most importantly, thank you to my wonderful staff members, who always support me through all of my endeavors, and to my students, who continue to teach me as much as I teach them.
In addition, I would like to thank Merryl LeRoux and Erica Judisch at Wiley Blackwell for their patience and guidance, and a very special thank you to my co‐author and good friend Kara Burns. It has been a true honor working on the second edition with someone I admire and respect so much. The idea for this book came about because of the love that we share for veterinary technicians and veterinary assistants. I pray that we can inspire students to reach their goals.
Finally, I am grateful to God for His gracious blessings and guiding hands.
Lori Renda‐Francis
About the Companion Website
This book is accompanied by a companion website:
www.wiley.com/go/burns/textbookvetassistant2
The website includes:
An Instructor Site:
Textbook Fill in Blank Questions Key
Homework Assignments Key
Power Points for teaching
A Student Site:
Student Study Guide Notes
Textbook Fill in Blank Questions
Homework Assignments
Multiple Choice Questions
Figures from the book in Power Point per chapter
Chapter 1Introduction to the Veterinary (or Assistant) Profession
Welcome to veterinary medicine! Congratulations on choosing one of the most rewarding and enriching professions! Veterinary medicine is a profession that involves medicine, compassion, technical skills, and teamwork. It provides care for species that cannot speak for themselves. As in human medicine, the veterinary health‐care team is composed of many members, each with an important role in the proper care of patients and functioning of a veterinary hospital.
The goal of the veterinary practice should be excellent patient care and exceptional customer service. This textbook will look at the veterinary assistant’s role in making this goal a reality. Veterinary practices should also provide team members with a friendly, well‐organized, and safe workplace. Every veterinary health‐care team member is responsible for the success of the practice.
The veterinary health‐care team works together in the best interest of the patient. All team members, regardless of their role in the veterinary hospital, have the responsibility to ensure the safety and comfort of all patients. Each member of the health‐care team has specific roles and responsibilities, and often times these responsibilities are shared. Whatever the hierarchy in the practice, all members must provide the best care to all patients at all times. The American Veterinary Medical Association (AVMA) likewise recognizes the value of the various health‐care team members: “The veterinary profession is enhanced through efficient utilization of each member of the veterinary healthcare team by appropriate delegation of tasks and responsibilities to support staff.”
The various members of the health‐care team include the following.
Veterinary assistant
Veterinarian
Veterinary technician
Veterinary technologist
Veterinary technician specialist
Receptionist
Office managers
Groomers
Kennel assistants
Veterinary assistants may be approved through the National Association of Veterinary Technicians in America (NAVTA)‐approved veterinary assistant program or trained on the job (www.navta.net/assistants). The term veterinary assistant is used typically for a person who assists in the care of animals but is not a credentialed veterinary technician, laboratory animal technician, or veterinarian.
The roles and responsibilities of veterinary assistants will be covered in detail in the forthcoming chapters. The duties of the veterinary assistant may include restraining and exercising patients, cleaning hospital and boarding premises, setting up equipment and supplies, cleaning and maintaining practice and laboratory facilities, and feeding patients. They may also be responsible for other clinical support tasks assigned by the credentialed veterinary technician and/or veterinarian. Most veterinary assistants are trained on the job by a supervising veterinary technician or veterinarian, but some assistants complete 6–12 months of training in a formal course of study.
The veterinarian is a doctor of veterinary medicine. Veterinarians have graduated from a 4‐year AVMA‐accredited postgraduate doctoral program culminating in a doctor of veterinary medicine (DVM) or veterinary medical doctor (VMD) degree. Veterinarians must also pass the licensing board in the state or province in which they wish to practice. Veterinarians have many responsibilities in the hospital, and they are licensed to perform surgery, diagnose diseases and conditions, give a prognosis relating to the diagnosis, and prescribe medication. These skills are the veterinarians’ alone – no other health‐care team member can do these tasks.
The veterinary technician is a graduate of a program in veterinary technology accredited by the AVMA Committee on Veterinary Technician Education and Activities (CVTEA). The technician typically has received an associate’s degree and national credentialing through the Veterinary Technician National Examination (VTNE). Some states require a national as well as a state credential, verified by the state board of veterinary medicine. Only graduates of an AVMA‐accredited program are allowed to take the national board exam. The duties of a veterinary technician are many and often include, but are not limited to, nursing care, anesthesia, surgery, dental, laboratory, radiography, etc.
A veterinary technologist is a graduate of a 4‐year, AVMA CVTEA‐accredited program who holds a bachelor’s degree from a veterinary technician school. Alternatively, a veterinary technologist may be a credentialed veterinary technician who holds a bachelor of science degree in another program with studies in supervision, leadership, management, or a scientific area. The technologist’s responsibilities are similar to but more in depth than those of veterinary technicians. Veterinary technologists may also pursue careers in hospital management, education, or research.
Veterinary technician specialists (VTS) are veterinary technicians who have pursued further education, experience, and training in one of 16 current areas of specialization recognized by the NAVTA. Credentialed technicians who choose to specialize must accumulate a specific number of hours within a particular specialty during a set number of years. VTS candidates are also expected to have a strong knowledge and skill set pertaining to their specific area of medicine and nursing as well as a minimum number of continuing education hours specific to their specialty. Their advanced education and training culminates in taking a board examination specific to their specialty showing their advanced knowledge and skills.
The following are the 16 veterinary technician specialty academies currently recognized by the NAVTA.
Academy of Veterinary Emergency & Critical Care Technicians and Nurses (AVECCTN)
Academy of Veterinary Technicians in Anesthesia and Analgesia (AVTAA)
Academy of Veterinary Dental Technicians (AVDT)
Academy of Internal Medicine for Veterinary Technicians (AIMVT)
Academy of Veterinary Behavior Technicians (AVBT)
Academy of Veterinary Zoological Medicine Technicians (AVZMT)
Academy Of Equine Veterinary Nursing Technicians (AEVNT)
Academy of Veterinary Surgical Technicians (AVST)
Academy of Veterinary Technicians in Clinical Practice (AVTCP)
Academy of Veterinary Nutrition Technicians (AVNT)
Academy of Veterinary Clinical Pathology Technicians (AVCPT)
Academy of Laboratory Animal Veterinary Technicians and Nurses (ALAVTN)
Academy of Dermatology Veterinary Technicians (ADVT)
Academy of Physical Rehabilitation Veterinary Technicians (APRVT)
Academy of Veterinary Ophthalmic Technicians (AVOT)
The Academy of Veterinary Technicians in Diagnostic Imaging (AVTDI)
For more information on veterinary technician specialties, please visit www.navta.net/page/specialties.
Like all other members of the health‐care team, receptionists play a significant role in the success of a practice. Receptionists benefit the practice as the face and voice of the hospital. They greet clients, detail and clarify invoices, and receive money. They are professionals with great people skills. Receptionists answer the hospital phone and schedule appointments. They are responsible for acknowledging clients when they walk in and out of the practice. Because they typically make the first impression on clients, receptionists affect the clients’ perception of the hospital and are thus critical to the success of the hospital.
Office managers are responsible for the management of the front office staff. Their duties include training receptionists on proper and excellent customer service and communication skills. Office managers often make important decisions on behalf of the practice and supervise the running of the practice. They are typically responsible for the banking needs of the practice and resolution of performance issues among the team members.
Groomers have experience and education in performing technical skills relating to the fur and dermis of the patient. Many breeds of animals require specific grooming techniques, and advanced training is necessary to acquire such skills. Training and good communication skills are important to meeting the needs of the patient and the client. Groomers must also take precautions to prevent injury to animals and to themselves. A number of courses and on‐the‐job training programs are available for groomers. Many groomers belong to the National Dog Groomers Association (NDGA). This association works in conjunction with groomers throughout the country to promote professionalism. In some states, licensing or certification is required. The NDGA educates all areas of the profession and the public with regard to the pet grooming profession.
The NDGA’s goals are to:
unite groomers through membership
promote communication with colleagues
set recognized grooming standards
offer those seeking a higher level of professional recognition the opportunity to have their grooming skills certified.
Kennel assistants are responsible for the cleanliness of the patient and monitoring patient status and immediately alerting the team to any changes. The majority of kennel assistants receive on‐the‐job training where they learn the workings of a veterinary hospital as well as procedures and protocols crucial to the patients’ health and safety. Kennel assistants are taught to interpret correct nutritional instructions, feed the diet prescribed in the right amount, and remove food from preoperative patients. They are responsible for reporting any and all behavior or condition changes to the immediate patient caregiver.
Ethics
Ethics is defined as the moral principles that govern an individual's behavior or the conducting of an activity. In the veterinary profession, the way we handle pet owners, patients, and their care is guided by ethics. Ethics provides a map which lays out the rules of best practices and standards in protocols, procedures, and practices. Ethics is the discipline of dealing with what is right and wrong or associated with moral duty and obligation. It is also the principles of conduct overseeing an individual or a profession. Ethics provides a map for people to do “the right thing” within our profession.
According to Dr Albert Schweitzer, “Ethics is the name that we give to our concern for good behavior. We feel an obligation to consider not only our own personal well‐being, but also that of others and of human society as a whole.”
Often the line between ethical violations and legal violations is thin. A breach of descriptive or official ethical values would not be enforced by a court of law but might be cause for dismissal from the professional association.
Laws set the boundaries to which individuals must adhere. They are a system of rules created and enforced through legislation to regulate behavior
Ethics is usually centered around principles even higher than legal requirements. Additionally, members of professions, especially medical professions, are expected to adhere to ethical standards above those considered appropriate for individuals not involved in a medical profession. Pet owners accept, without question, the decisions and judgments made by medical professionals because of their education and expertise.
The AVMA provides principles of veterinary medical ethics for licensed veterinarians and can be found at www.avma.org/resources‐tools/avma‐policies/principles‐veterinary‐medical‐ethics‐avma
Veterinary medicine has a code of ethics for health‐care team members to follow. Both veterinarians and veterinary technicians have a code of ethics. Additionally, when entering the veterinary profession, after meeting all the requirements for becoming a licensed veterinary medical professional, veterinarians and veterinary technicians take an oath to use their skills and knowledge for the benefit of animal health, animal welfare, public health, and the advancement of medical knowledge. All members of the veterinary health‐care team adhere to the medical profession’s ethic of Primum non nocere – first do no harm.
The veterinary technician oath is as follows: “I solemnly dedicate myself to aiding animals and society by providing excellent care and services for animals, by alleviating animal suffering, and promoting public health.
I accept my obligations to practice my profession conscientiously and with sensitivity, adhering to the profession's Code of Ethics, and furthering my knowledge and competence through a commitment to lifelong learning.”
The veterinary technician code of ethics and oath can be found on the NAVTA website: www.navta.net/page/TechnicianOath
Coinciding with the evolution of electronic communication are systemic changes in health‐care delivery. An increasing amount of medical knowledge is necessary to deliver even the most basic care. Telemedicine, the use of technology in the delivery of medicine to advance clinical care at a distance, is increasing in use. However, since the SARS‐CoV‐2 pandemic, telemedicine has become more significantly utilized to provide care to pets while keeping the safety of owners and veterinary team members at the forefront. As has been seen to date, telemedicine has helped to continue medical care and has the potential to transform patient‐centered care. Technology platforms allow veterinary team members to communicate with pet owners through a variety of means, including text, email, and mobile device applications. This technology is especially important when more members of the veterinary team are involved, as it can enable communications between members of the team, thus improving overall coordination of care.
However, in medicine as a whole – human and veterinary – there are concerns about the adoption of telemedicine and its potential impact on patient care. Ensuring that telemedicine is ethically acceptable will require anticipating and addressing possible drawbacks such as the impact on the veterinarian–client–patient relationship (VCPR), imposing one‐size‐fits‐all applications, and the belief that new technology must be effective.
The veterinary team must consider the same ethical issues with telemedicine that have always been thought of when providing care for patients. Focusing on maintaining a strong VCPR, advocating equity in access and treatment, and seeking the best possible outcomes, telemedicine can enhance veterinary practice and patient care in ways that provide quality medicine and are ethical.
The veterinary health‐care team comprises many positions, each with various roles and responsibilities. It is important that teamwork is emphasized, as good patient care is a result of great teamwork.
References
McCurnin, D.M. and Bassert, J.M. 2017.
McCurnin’s Clinical Textbook for Veterinary Technicians
, 9th edition. W.B. Saunders Company, St Louis, MO.
Prendergast, H. 2011.
Front Office Management for the Veterinary Team
. Saunders Elsevier, St Louis, MO.
Sirois, M. 2017.
Principles and Practice of Veterinary Technology
, 4th edition. Mosby, St Louis, MO.
www.wiley.com/go/burns/textbookvetassistant2
Please go to the companion website for assignments and a PowerPoint relating to the material in this chapter.
Chapter 2Medical Terminology
Medical terms are made up of many different elements. It is important for veterinary assistants to have a clear understanding of the various parts of a word. Understanding each part will aid in learning the meaning and spelling of that word. You will be expected to recognize, pronounce, spell, and utilize commonly used medical terms. It is helpful to note that there are four main parts to a word.
Prefix
Suffix
Root
Combining form of a root word
A prefix is placed at the beginning of a word and consists of one or more syllables. It will modify or alter a verb, adjective, or noun, thereby creating a new word. The prefix usually indicates number, time, location, or status.
A suffix is the ending of a word and consists of one or more syllables. Similar to the prefix, a suffix is added to a root word to modify or alter its meaning. The suffix usually indicates procedure, disease, disorder, or condition.
The root is the central part of the word and is the foundation or essential meaning of a word. It may be a complete word in itself or a part of a word.
A combining form of the root word is a root with a combining vowel. The purpose of combining forms of root words is to make the resulting word easier to pronounce. Examples of the combining form of a root word are shown in the following list. The word root is in italic letters, and the combining vowel is in parentheses.
orth
(o)pedic
bacteri
(o)static
quadr
(i)plegic
When we take a root word such as “derm‐,” which means “skin,” and combine it with the suffix “‐itis,” it becomes “dermatitis.” Dermatitis is an inflammation of the skin. If we take the same root word and include the prefix “pyo‐,” we create the word “pyoderma,” which is defined as bacterial infection of the skin.
Medical terms
Words are made up of one or more of these parts. Medical terms deal with the diagnosis and treatment of disease and the maintenance of health. It is important for veterinary assistants to understand the meaning of the word parts in order to be able to dissect medical terms in a logical way.
Spelling
Correct spelling of medical terms is essential because a misspelled word may give an entirely different meaning! Changing just one or two letters can change the entire meaning of a word. For example, a macrocyte is an abnormally large red blood cell, but a microcyte is an abnormally small red blood cell. Two or more medical terms may also be pronounced in the same way but have different meanings. For example, ileum and ilium are pronounced in the same way. However, ileum is the distal part of the small intestine while ilium is part of the pelvis.
Tips for succeeding in learning medical terminology
Since students learn in various ways, it is important to utilize a variety of methods to learn medical terminology. For some students, writing words helps them to learn faster than simply reading them. Some students retain material better when they use various learning methods. Speaking into a tape recorder and using it to practice pronunciation is helpful. Proper pronunciation of medical terms takes time and practice. Listening to how words are pronounced by medical professionals and using medical dictionaries and textbooks are the best ways to learn pronunciation. Making flash cards to quiz yourself may be another useful method. There are also online quizzes and flash cards available. The key is repetition. Learning and memorizing these terms will require time and concentration.
Now that you have a basic understanding of the different parts of a word, let’s look at some commonly used prefixes, suffixes, and root words.
Prefixes
By learning the meanings of the commonly utilized prefixes, you will be able to break down unfamiliar words to find out their meaning. It may be helpful to divide them into categories according to their meaning. Below are the prefixes arranged into six categories.
Prefixes related to position regarding time and place
Prefixes describing position or location
Prefixes related to type
Prefixes related to direction
Prefixes describing number or quantity
Prefixes related to size, amount, and color
If we have the root word “operative” we can change the meaning by inserting different prefixes. For example:
preoperative – before a surgery
postoperative – after the surgery
perioperative – around the time of the surgery
Prefixes related to position regarding time and place:
ana‐
up, back again
ante‐
before, in front of, forward
cata‐
down, through
meta‐
beyond, over, between, change, after
noct‐
night
post‐
after, behind
pre‐
before, in front of
prim‐
first
sym‐, syn‐
together, union, with
Prefixes describing position or location:
anti‐
against, opposing
apo‐
separation from or derivation from
circum‐
around
contra‐
opposite, against, opposed
dorso‐
pertaining to the back
ecto‐
outside, misplaced
endo‐
within, inner
epi‐
on, over, upon
extra‐
outside of, in addition to
hyper‐
above, excessive, beyond
hypo‐
under, deficient, beneath
infra‐
below
inter‐
between parts
intra‐
within parts
medi‐
middle
para‐
beside, beyond
peri‐
around
pro‐
for, in front of, before
pseudo‐
false
sub‐
beneath, under
super‐, supra‐
excessive, above, superior
trans‐
across, through, over, beyond
ultra‐
excessive, extreme, beyond
Prefixes related to type:
a‐, an‐
without, absent, lack of
auto‐
self
bi‐
two, double, twice
brady‐
slow
co‐, com‐, con‐
with, together
cry‐
cold
crypto‐
hidden
dys‐
difficult, bad, painful, abnormal
eu‐
good, normal
glyco‐, gluco‐
sugar, sweet
gyn‐, gyneco‐
female
hydra‐, hydro‐
water
mal‐
bad
Prefixes related to direction:
ab‐
away from
ad‐
to, toward
de‐
opposite, reverse, remove
dia‐
apart, separate, between
e‐, ex‐
out of, away from
in‐
in, inside, within, not
re‐
back, again
retro‐
behind, backward
Prefixes describing number or quantity:
ambi‐, amphi‐
both
bi‐
two
di‐
two, twice
hemi‐
half
mono‐
one
multi‐
many
pan‐
all, entire
poly‐
many, excessive
quadri‐
four
quint‐
five
semi‐
half, partial
tri‐
three
Prefixes related to size, amount and color:
a‐, an‐
none
cyano‐
blue
erythro‐
red
leuko‐
white
macro‐
large
mega‐
big
micro‐
small
mio‐
less, smaller
olig‐
little, small
per‐
excessive, through, by means of
Suffixes
By learning the meanings of commonly used suffixes, you will be able to break down parts of an unfamiliar word in order to find out its meaning. For example, if we take the root word “derm,” which means skin, and add the suffix “‐ology,” we get dermatology which is defined as the study of skin. If we add the suffix “‐itis” to “derm,” we end up with dermatitis, which is an inflammation of the skin. So by changing the suffix we can create new words.
Below is a list of some of the suffixes commonly used in veterinary medicine.
‐algia
pain
‐centesis
surgical puncture
‐cide
kills
‐cyte
cell
‐ectomy
cutting out, surgically removing
‐emesis
vomit
‐emia
blood condition
‐itis
inflammation
‐ology
science, study of
‐oma
tumor
‐otomy
creation of an opening
‐penia
deficiency of, lack of
‐phag
eating, devouring
‐phobia
abnormal fear, intolerance
‐pnea
breathing
‐ptosis
prolapse, downward displacement
‐rrhage
excessive flow
‐rrhea
flow or discharge
‐scopy
act of examining
‐tomy
cut, incision
Root words
Below is list of commonly used root words. They are grouped according to their relationship to the anatomy – external or internal. External anatomy refers to any visible part of the body, and internal anatomy refers to organs, bones, and other tissues within the body.
External anatomy
blepha‐
eyelid or eyelash
capit‐
head
carp‐
area corresponding to human wrist
cervic‐
neck
dactyl‐
digit, toe
dent‐
tooth or teeth
derm‐
skin
gingiv‐
gums
gloss‐
tongue
lapar‐
flank or abdomen
later‐
side
ling‐
tongue
mamm‐
mammary gland
nas‐
nose
ocul‐
eye
odont‐
tooth or teeth
onych‐
nail or claw
or‐
mouth
stomat‐
mouth
pil‐
hair
pod‐
foot
rhin‐
nose
thorac‐
chest or thorax
ventr‐
belly or underside
Internal anatomy
arthr‐
joint
balan‐
penis
bronch‐
bronchus
cardi‐
heart
cost‐
rib
cyst‐
bladder
enter‐
intestine
gastr‐
stomach
hepat‐
liver
hyster‐
uterus
laryng‐
larynx
metr‐
uterus
myo‐
muscle
nephr‐
kidney
neur‐
nerve, nervous system
oophor‐
ovary
orchi‐
testes
oss‐
bone
ovari‐
ovary
phleb‐
veins
phren‐
diaphragm
pneum‐
lungs
proct‐
rectum or anus
pulm‐
lungs
ren‐
kidney
splen‐
spleen
stern‐
sternum
thym‐
thymus gland
thyr‐
thyroid gland
trache‐
trachea
urethr‐
urethra
vas‐
vessel or duct
ven‐
veins
Common abbreviations used in veterinary medicine
Below is a list of abbreviations and acronyms commonly used in veterinary practice. Please note that this is not a complete list of all veterinary abbreviations. It is a list of the most common abbreviations that are of interest to the veterinary assistant. It is also important to mention that abbreviations and acronyms will vary among veterinary practices, and you should obtain a list of those commonly used at your workplace. You can also purchase a copy of the Standard Abbreviations for Veterinary Medical Records, 2nd edition, from the AAHA Press. It contains a complete list of standard abbreviations.
AD
auris dexter (right ear)
ad lib
freely, as wanted
AG
anal glands
AL
auris sinistra (left ear)
ASAP
as soon as possible
AU
auris unitas (both ears)
BAR
bright, alert, and responsive
BID
twice daily
BM
bowel movement
BUN
blood urea nitrogen
BW
body weight
C
with
CAP
capsule
CBC
complete blood count
CNS
central nervous system
CPR
cardiopulmonary resuscitation
CRT
capillary refill time
DOA
dead on arrival
DSH
domestic shorthair
DLH
domestic longhair
Dx
diagnosis
FeLV
feline leukemia virus
FIP
feline infectious peritonitis
FIV
feline immunodeficiency virus
FS
female spayed
HBC
hit by car
HCT
hematocrit
HW
heartworm
HWP
heartworm preventative
ICU
intensive care unit
ID
intradermal
IM
intramuscular
IO
intraosseous
IN
intranasal
IP
intraperitoneal
IV
intravenous
K‐9
canine
LRS
lactated Ringer’s solution
MN
male neutered
NPO
nil per os (nothing by mouth)
OD
oculus dexter (right eye)
OE
orchidectomy (neuter)
OFA
Orthopedic Foundation for Animals
OHE
ovariohysterectomy (spay)
OS
oculus sinister (left eye)
OU
oculus unitas (both eyes)
PCV
packed cell volume
per os
orally (by mouth)
PO
per os
PRN
as necessary
q
every
q2h
every 2 hours
q6h
every 6 hours
qd
every day
qh
every hour
qns
quantity not sufficient
QID
four times a day
QOD
every other day
RBC
red blood cell
R/O
rule out
SC
subcutaneous
SQ
subcutaneous
SR
suture removal
SID
once a day
SUSP
suspension
Tab
tablet
TID
three times a day
TNT
toenail trim
TPR
temperature, pulse, respiration
TX
treatment
UA
urinalysis
UNG
ointment
WBC
white blood cell
You may find some variations on specific abbreviations or terminology used. It is important to determine what specific abbreviations are used at your place of employment.
References
Birmingham, J. 1999.
Medical Terminology: A Self‐Learning Text
. Mosby, St Louis, MO.
Chchron, P. 1991.
Student Guide to Veterinary Medical Terminology
. American Veterinary Publications, Goleta, CA.
LaFleur Brooks, M. 1998.
Exploring Medical Language
, 4th edition. Mosby, St Louis, MO.
Leonard, P. 2007.
Quick and Easy Medical Terminology
, 5th edition. Saunders, St Louis, MO.
McBride, D.F. 2002.
Learning Veterinary Terminology
, 2nd edition. Mosby, St Louis, MO.
Romish, J.A. 2000.
An Illustrated Guide to Veterinary Terminology
. Delmar Thomson Learning, Albany, NY.
Standard Abbreviations for Veterinary Medical Records
. 2000.
AAHA Press
, Lakewood, CO.
www.wiley.com/go/burns/textbookvetassistant2
Please go to the companion website for assignments and a PowerPoint relating to the material in this chapter.
Chapter 3Anatomy
It is very important for veterinary assistants to recognize and have a clear understanding of basic directional and anatomical terms and to understand and speak the language of anatomy. Like other veterinary professionals, veterinary assistants are expected to be able to communicate intelligently and precisely. When the veterinary technician or veterinarian asks you, the veterinary assistant, to restrain the animal so the distal portion of the radius can be bandaged, you will need to be able to understand and respond appropriately.
Anatomical directional terms
Directional terms should always be utilized because they accurately and concisely describe body locations as well as relationships of one body structure to another. Terms such as “up” and “down” or “forward” and “backward” should not be used as these terms can cause confusion among veterinary professionals. Consistent use of proper anatomical and directional terms ensures the clear and accurate communication of the intended message.
Directional terms and directional planes are references used to describe the position and direction of various body structures. Directions will generally refer to a relative location and not an absolute point. We must first understand the various anatomical planes utilized in veterinary medicine. The four basic planes are dorsal, median, sagittal, and transverse.
The dorsal plane is an imaginary line that divides the body into dorsal and ventral portions. The median plane is an imaginary line that extends directly down the middle of the body, dividing it into equal right and left portions (Figure 3.1). The sagittal plane is an imaginary line that divides the body into right and left unequal parts, and the transverse plane is an imaginary cross‐section that divides the body into cranial and caudal parts.
The terms below are used to describe direction or the position of a body part. We will begin with the basic directional terms.
The term cranial refers to the head portion of the animal’s body, while caudal refers to the tail portion of the body. For example, we might say that the tail is caudal to the head or the head is cranial to the tail.
The terms “anterior” and “posterior” are used to describe the front and rear ends of the body. Anterior refers to the front of the body and posterior refers to the rear end of the body (Figure 3.2). For example, if a laceration was near the tail of an animal, we might say that the laceration is located on the posterior portion of the body.
We stated that the median plane divides the body into equal right and left portions. The terms “medial” and “lateral” are used to describe the location as it relates to the midline. Medial is defined as nearer or toward the midline or median plane, and lateral is defined as farther from the midline or median plane or toward the side of the body (Figure 3.3).
The dorsal plane divides the body into dorsal and ventral portions. The terms “ventral” and “dorsal” are utilized to describe the location as it relates to the dorsal plane. Ventral is defined as pertaining to the belly or underside of the body, and dorsal is pertaining to the back of the animal or toward the spine. For example, the abdomen is ventral to the spinal column.
“Proximal” and “distal” are commonly used when referring to extremities, with the point of origin being the main body mass. Proximal is used to describe a structure nearer to the point of origin or closer to the body, and distal is used to describe a structure that is farther from the point of origin or away from the body (Figure 3.4). For example, the femur is proximal to the fibula.
Figure 3.1 Median plane.
Source: Courtesy of Dr Lori Renda‐Francis, LVT.
Figure 3.2 Anterior/posterior.
Source: Courtesy of Dr Lori Renda‐Francis, LVT.
Figure 3.3 Medial/lateral.
Source: Courtesy of Dr Lori Renda‐Francis, LVT.
Figure 3.4 Proximal/distal.
Source: Courtesy of Dr Lori Renda‐Francis, LVT.
The terms “palmar” and “plantar” are used when referring to the undersurface of the feet. Palmar is defined as the caudal surface of the forelimb below the carpus, and plantar is the caudal surface of the hindlimb below the tarsus (Figure 3.5).
“Internal” and “external” are used to describe a structure as it relates to the surface of the body. Internal refers to deep inside the body, and external refers to the outer surface of the body, which is more superficial.
Finally, the term rostral is defined as pertaining to the nose end of the head (Figure 3.6). For example, the nose is rostral to the eyes.
Figure 3.5 Anatomical terms.
Source: Courtesy of Dr Lori Renda‐Francis, LVT.
Figure 3.6 Rostral.
Source: Courtesy of Dr Lori Renda‐Francis, LVT.
Skeletal system
Skeleton is defined as the jointed framework of the bones. Osteology is the study of bones. Veterinary assistants will be expected to describe the bones of the body, which make up the skeleton, and have an understanding of the ways in which they connect and are moved.
The skeleton is divided into two main parts—the axial and the appendicular. The axial skeleton comprises the bones of the skull, the hyoid bones, the ribs, the sternum, and the vertebral column. The appendicular skeleton comprises the bones of the limbs: clavicle, scapula, humerus, radius, ulna, carpus, metacarpals, pelvis, femur, patella, tibia, fibula, tarsus, metatarsals, and phalanges.
Axial skeleton
The cranium is the portion of the skull that encases the brain. The mandible and maxilla are two significant facial bones. The mandible forms the lower jaw, and the maxilla forms the upper jaw. The eye sockets in the skull are known as the orbits (Figure 3.7).
Figure 3.7 Cranium.
Source: Courtesy of Jennifer Smith, LVT.
The hyoid bone (also known as the hyoid apparatus) is made up of several parts that may be cartilage or bone. It is a U‐shaped structure that is located above the larynx and below the mandible and is suspended by ligaments.
Ribs are pairs of flat, curved bones that attach dorsally to the thoracic vertebrae. The cartilage at the end where the rib attaches to the sternum is called the costal cartilage. The sternum is also known as the breastbone, and it forms the ventral midline of the rib cage. The ribs that are not attached to cartilage are known as floating ribs. Cats and dogs have 13 pairs of ribs.
The vertebral column is also known as the backbone and is made up of numerous vertebrae. There are five different types of vertebrae, and there are variations among species in the number of each different type. Here, we focus on the number of vertebrae in canine and feline patients.
The main functions of the vertebral column, also known as the spinal column, are to support the head and body and to protect the spinal cord. The vertebral column is made up of individual bones called vertebrae.
The cervical vertebrae are the vertebrae of the neck. There are a total of seven cervical vertebrae in all domestic mammals. The first one is called the atlas and the second one is called the axis. The thoracic vertebrae are the vertebrae of the chest. The ribs are attached to these vertebrae. There are 13 thoracic vertebrae in the cat or dog. The lumbar vertebrae are the vertebrae of the lower back. There are a total of seven in cats and dogs. The sacral vertebrae (also known as the sacrum) consist of three fused vertebrae to which the pelvis is attached. Finally, the coccygeal vertebrae are the vertebrae of the tail, and the number of coccygeal vertebrae can vary between six and 23 depending on the species and whether the tail has been docked.
Vertebral formulas are written in a specific format and vary from species to species (Figure 3.8). For example, the dog or cat vertebral formula would look like this:
C‐7, T‐13, L‐7, S‐3, Cy 0‐23
Appendicular skeleton
As mentioned above, the appendicular skeleton is composed of the bones of the limbs, clavicle, scapula, humerus, radius, ulna, carpus, metacarpals, pelvis, femur, patella, tibia, fibula, tarsus, metatarsals, and phalanges.
Figure 3.8 Vertebral formula.
Source: Courtesy of Jennifer Smith, LVT.
Bones of the forelimb
Bones of the forelimb can vary depending on the species. The clavicle is also known as the collarbone and is a skinny bone that connects the sternum to the scapula. Not all species have a clavicle. The scapula is also known as the shoulder blade and is a triangular‐shaped bone located on the side of the thorax. The humerus is the long bone of the forelimb that extends from the shoulder to the elbow. The ulna and radius are located distal to the humerus. The radius is the cranial long bone of the forelimb that runs from the elbow to the carpus, and the ulna is the caudal long bone of the forelimb that runs from the elbow to the carpus.
Just distal to the radius and ulna is the carpus which consists of the joint and several carpal bones. The carpal bones are two rows of irregularly shaped bones.
The metcarpals are long bones found just distal to the carpus. The number of metacarpals varies among species. Dogs have five metacarpal bones.
The most distal part of the forelimb are the phalanges. Phalanges are the bones of the digit. Digits relate to human fingers. The number varies in animals (Figure 3.9).
Bones of the hindlimb
The types and number of bones of the hindlimb can vary depending on the species. The information below refers to domestic animals such as dogs and cats.
The bones of the hindlimb consist of the pelvis, femur, patella, tibia, fibula, tarsus, metatarsals, and phalanges.
The pelvis and the coccygeal vertebrae articulate with the sacrum. The acetabulum is the hip socket in which the head of the femur sits. The femur is the longest bone in the body and is located just distal to the pelvis. The stifle is the joint located between the femur and the tibia. The patella is a large flat bone that is located over the stifle joint. In humans, this is referred to as the knee cap. Just distal to the patella are the tibia and fibula. The tibia is the larger of the two bones and is considered the more weight‐bearing bone, and the fibula is a long, thinner bone.
Figure 3.9 Bones of the forelimb.
Source: Courtesy of Jennifer Smith, LVT.
The tarsus is located distal to the tibia and fibula and consists of numerous, irregularly shaped bones that are arranged in several rows. In humans, the tarsus is known as the ankle.
The metatarsals are the long bones found just distal to the tarsus. Similar to the metacarpals in the front leg, the metatarsals will vary among species. The most distal part of the rear limb are the phalanges. Phalanges are the bones of the digits (Figure 3.10).
Now that you are familiar with all the basic bones in the dog and cat and the basic directional terms, let’s put them into use. For practice, use the information you learned above to complete the activity below.
The skull is ‐‐‐‐‐‐‐‐‐ to the pelvis. (cranial/caudal)
The femur is ‐‐‐‐‐‐‐‐‐ to the tarsus. (distal/proximal)
The ‐‐‐‐‐‐‐‐‐ is also known as the breastbone.
The ‐‐‐‐‐‐‐‐‐vertebrae are the vertebrae of the neck.
There are ‐‐‐‐‐‐‐‐‐ lumbar vertebrae.
The ‐‐‐‐‐‐ is the long bone of the forelimb that extends from the shoulder to the elbow.
The ‐‐‐‐‐‐‐ is just distal to the radius and ulna.
The ‐‐‐‐‐‐‐ are the long bones found just distal to the tarsus.
Branches of science
Studying the animal body is a complex activity. There are six branches of science that deal with the study of the body: anatomy, physiology, pathology, embryology, histology, and biology. We will define each of these branches even though this course focus mainly on anatomy and physiology.
Figure 3.10 Bones of the hindlimb.
Source: Courtesy of Jennifer Smith, LVT.
Anatomy
– the study of the structure of the body and the relationship of its parts. Examination of the structures of various animal species is referred to as comparative anatomy.
Physiology
– the study of the normal functions and activities of organisms.
Pathology
– the study of the causes and effects of diseases or injury.
Embryology
– the study of the origin and development of an individual organism. It begins after conception, or fertilization of the egg, and continues through parturition, or birth.
Histology
– the microscopic study of the minute structure, composition, and function of cells and tissues.
Biology
– the study of all forms of life.
Body systems
The animal’s body is composed of different systems. A system is a combination of organs that performs a particular function. The systems of the body and their functions are listed below.
Musculoskeletal system
– includes all the muscles, bones, and joints. It permits motion and movement of the body.
Integumentary system
– includes skin, hair, nails, sweat, and sebaceous glands. The skin is considered the largest organ in the body and has many functions. It covers and protects the body, aids in temperature regulation, and has functions in sensation and excretion.
Cardiovascular system
– includes the heart and blood vessels. The main function is to transport the blood to the body.
Respiratory system
