The chick embryo model as an educational tool to explore the effect of alcohol on cardiovascular development

Abstract

In development, the interrelationship between physiology and anatomy is challenging as learners must appreciate how physiological processes and anatomical structures change over time. In addition, the dynamic relationships between structure and function are often concealed largely due to the inaccessibility of the embryo in higher-order organisms. This makes it difficult for students to appreciate normal intricate balances or interpret the physiological consequences of developmental disruptions to normal embryological development. In this paper, the applicability of the chick embryo model for use in practical classes is explored as students can observe developmental processes firsthand within a controlled in ovo environment. Practical approaches involved in developing the chick embryo model are described and then expanded to demonstrate how the model can be utilized to showcase cardiovascular system development as an example. The model is further adapted to explore the effect of teratogenic disruptors such as ethanol on normal cardiovascular processes and highlights how prenatal alcohol exposure results in cardiovascular anomalies associated with fetal alcohol syndrome, such as septal defects and altered cardiac physiology. In class, students can directly observe chick development from 0 to 8 days postfertilization. Measurable outcomes, such as comparisons in septal thickness, are calculated, while questions and answers to stimulate student discussion around functional changes and the impact of maternal consumption of alcohol are provided as resource material. The method outlined uses relatively inexpensive materials and requires little space, making it a cost-effective educational tool to support student learning of embryology. NEW & NOTEWORTHY This study explores the use of the chick embryo model as a teaching aid to illustrate connections between anatomy and physiology during development. Providing direct observation opportunities, the model allows students to witness organ formation and the impact of teratogens, focusing on cardiovascular abnormalities associated with fetal alcohol syndrome. The paper outlines practical methodologies to assess developmental outcomes. Its adaptability, affordability, and ability to spark discussions make the model a valuable resource for diverse educational environments.