About

Meg Cook is an Assistant Professor of Multimedia Design at Texas A&M University College of Performance, Visualization & Fine Arts. She is affiliated with the college's Art & Design department and is involved in exploring interdisciplinary approaches within the arts. Her work and academic focus are centered on multimedia design, contributing to the college's mission of fostering creativity and innovation across various artistic disciplines. Further details about her research, background, and key contributions are not provided on the page.

Research topics

• Computer Science
• Medicine
• Biology
• Anatomy
• Anesthesia
• Human–computer interaction
• Surgery
• Computer graphics (images)
• Psychology

Selected publications

• Retrospective Evaluation of Admission Variables Associated With Outcome in Dogs With Bite Wound Trauma (12,412 cases): An ACVECC‐VetCOT Registry Study

  Journal of Veterinary Emergency and Critical Care · 2026-01-01

  articleOpen access1st authorCorresponding

  OBJECTIVE: To describe admission variables in dogs with bite wound trauma and to evaluate the relationship of these variables with the type of bite wound (penetrating, blunt, combination) and survival outcome. DESIGN: Retrospective evaluation of multi-institutional veterinary trauma registry data on dogs presenting with bite wound trauma. SETTING: Veterinary Committee on Trauma-identified Veterinary Trauma Centers (VTCs). ANIMALS: A total of 12,412 dogs with bite wound trauma presented to VTCs with data entered in the Veterinary Committee on Trauma registry from April 1, 2017, to December 31, 2021. INTERVENTIONS: None MEASUREMENTS AND MAIN RESULTS: Admission variables and outcome were evaluated for dogs suffering from penetrating bite trauma (10,942/12,412; 88.16%), blunt bite trauma (479/12,412; 3.86%), and a combination of these (991/12,412; 7.98%). Among all groups, 95.06% (11,799/12,412) survived to discharge, 1.01% (125/12,412) died, and 3.93% (488/12,412) were euthanized. Patient sex (p < 0.001), modified Glasgow Coma Scale score (p < 0.001), Animal Trauma Triage score (p < 0.001), lactate concentration (p < 0.001), base excess (p < 0.001), blood glucose concentration (p < 0.001), ionized calcium concentration (p < 0.001), and PCV/total plasma protein concentration (p < 0.001/p < 0.001) were each associated with survival outcome. Head injury (p < 0.001) or spinal trauma (p < 0.001) at time of admission, or the requirement for blood product transfusion (p < 0.001), was associated with a negative survival outcome. Treatment by a Doctor of Veterinary Medicine prior to arrival to VTC was associated with survival. In multivariate analysis, higher body weight and surgical intervention were associated with survival. Older age and glucose dysregulation were associated with a negative survival outcome. CONCLUSION: Dogs sustaining bite wound trauma have an excellent prognosis for survival. These findings may help guide discussion with caregivers regarding patient care, resource requirements, and prognosis.

  PublisherOA PDFDOI

• Evaluation of the Safety and Pharmacokinetics of Single-Dose Oral Probenecid Administration in Healthy Dogs

  Journal of Veterinary Internal Medicine · 2025-08-30

  articleOpen access1st author

  BACKGROUND: Grape-induced acute kidney injury (AKI) is caused by tartaric acid and may lead to death in dogs. Probenecid, an organic anion transporter-1 inhibitor, recently has been shown to block the uptake of tartaric acid in Madin-Darby canine kidney cells and has been suggested as a possible target for prevention of AKI after grape ingestion. HYPOTHESIS/AIMS: Assess the safety and pharmacokinetics (PK) of PO probenecid in dogs. We hypothesized that probenecid would result in mild, self-limiting gastrointestinal (GI) adverse effects and would be safe in healthy dogs. Additionally, we hypothesized that PO probenecid (50 mg/kg) would have adequate bioavailability and achieve pharmacologically active plasma drug concentrations. ANIMALS: Six healthy beagle dogs. METHODS: Pharmacokinetic (PK) study. Dogs were given 50 mg/kg of probenecid PO, with PK data collected for 48 h after administration. Complete blood count, serum biochemistry profile, urinalysis, and clinical monitoring were performed throughout a 21-day study period to assess safety. Plasma concentration versus time data was analyzed using non-compartmental and two-compartmental modeling. RESULTS: Orally administered probenecid had excellent estimated bioavailability (82.6%) and rapid absorption, with a mean maximal plasma concentration of 589.3 μM (range: 368.0-830.5 μM) within 1.5 h. The mean volume of distribution was 0.71 L/kg, with mean systemic clearance of 0.022 L/h/kg and mean half-life of 24.1 h. Probenecid was well tolerated by all six dogs, with no clinically relevant adverse effects noted. CONCLUSIONS AND CLINICAL IMPORTANCE: Orally administered probenecid is safe and bioavailable in healthy dogs. Future clinical trials assessing PO probenecid in dogs with known tartaric acid ingestion are warranted.

  PublisherOA PDFDOI

• Diagnosis and treatment of an oral, migrating foreign body penetrating the spinal cord in a rabbit (Oryctolagus cuniculus)

  Journal of Exotic Pet Medicine · 2024

  1st authorCorresponding
  • Medicine
  • Surgery
  • Anesthesia
  PublisherDOI

• A Study of Mobile Augmented Reality for Motor Nerve Deficits in Anatomy Education

  Human-computer interaction series · 2021

  1st authorCorresponding
  • Computer Science
  • Computer Science
  • Anatomy
  PublisherDOI

• InNervate immersion

  2019-07-25 · 2 citations

  article1st authorCorresponding

  We present a collaborative immersive technology effort, InNervate AR and InNervate VR. These applications meet the need to expand on existing anatomy education platforms by implementing a more dynamic and interactive user interface. This user interface allows for exploration of the complex relationship between motor nerve deficits and their effects upon the canine anatomy's ability to produce movement. Preliminary AR user studies provided us with positive feedback in the quality of learning. The studies show that the dynamic touch interactions in AR definitely benefit students' critical reasoning and spatial visualization in learning motor nerve and muscle relationships. However, users seek a more immersive VR-based learning environment, without the distractions that an AR experience may offer. Based on this feedback, a VR version of this learning experience was created. Preliminary responses show that users are satisfied with this VR environment which allows them to manipulate and control the anatomical content with full-body interactions.

  PublisherDOI

• InNervate AR: Dynamic Interaction System for Motor Nerve Anatomy Education in Augmented Reality

  Communications in computer and information science · 2019-01-01 · 7 citations

  book-chapter1st authorCorresponding
  PublisherDOI

• InNervate AR: Mobile Augmented Reality for Studying Motor Nerve Deficits in Anatomy Education

  International Conference on Computers in Education · 2019-12-02 · 1 citations

  articleOpen access1st authorCorresponding

  Augmented reality applications for anatomy education have seen a large growth in their literature presence as an educational technology. However, the majority of these new anatomy applications limit their educational scope to the labelling of anatomical structures and layers, and simple identification interactions. There is a strong need for expansion of augmented reality applications, in order to give the user more dynamic control of the anatomy material within the application. To meet this need, the mobile augmented reality (AR) application, InNervate AR, was created. This application allows the user to scan a marker for two distinct learning modules; one for labelling and identification of anatomy structures, the other one for interacting with the radial nerve as it relates to the movement of the canine forelimb. A formal user study was run with this new application, which included the Crystal Slicing test for measuring visual spatial ability, the TOLT test to measure critical thinking ability, and both a pre- and post-anatomy knowledge assessment. Data analysis showed a positive qualitative user experience overall, and that the majority of the participants demonstrated an improvement in their anatomical knowledge after using InNervate AR. This implies th at the application may prove to be educationally effective. In future, the scope of the application will be expanded, based on this study’s analysis of user data and feedback, and educational modules for all of the motor nerves of the canine forelimb will be developed.

  PublisherOA PDFDOI

• Innervate AR: Mobile Augmented Reality and Dynamic 3D Animation to Visualize the Relationship between Canine Motor Nerves and Anatomical Movement

  OakTrust (Texas A&M University Libraries) · 2019-05-16

  articleOpen access1st authorCorresponding

  Augmented reality applications for anatomy education have seen a large growth in their literature presence as an educational technology. However, the majority of these new anatomy applications limit their educational scope to the labelling of anatomical structures and layers, and simple identification interactions. There is a strong need for expansion of augmented reality applications, in order to give the user more dynamic control of the anatomy material within the application. To meet this need, the mobile augmented reality application, InNervate AR, was created. This application allows the user to scan a marker for two distinct learning modules; one for labelling and identification of anatomy structures, the other one for interacting with the radial nerve of the canine forelimb. The first module matches other existing anatomy augmented reality interfaces. The second module is unique, because it allows the user to play an animation of the three-dimensional anatomy, to show what the normal range motion of the limb is, based on the motor innervation of radial nerve. Afterwards, the user can select where to make a cut along the length of the radial nerve, to cause a nerve deficit to one or more of the muscles of the limb. Based on this user input, the application can then play a new animation of the altered range of motion of the canine thoracic limb. A formal user study was run with this new application, which included the Crystal Slicing test for measuring visual spatial ability, the TOLT test to measure critical thinking ability, and both a pre- and post- anatomy knowledge assessment. Data analysis showed both a positive qualitative user experience overall, and that the majority of the participants demonstrated an improvement in their anatomical knowledge after using InNervate AR. This implies that the application may prove to be educationally effective. In future, the scope of the application will be expanded, based on this study’s analysis of user data and feedback, and educational modules for all of the motor nerves of the canine forelimb will be developed.

  Publisher

• Immersive Technologies to Augment Anatomy Education

  The FASEB Journal · 2018-04-01

  article

  Correctly defining the locations and positional relationships between anatomical structures requires learners to complete complex spatial mental transformations. Learners must ultimately be able to visualize structures and their relationships in order to apply anatomical concepts in practice. However, no group of students is homogeneous. Because students have varying levels of innate spatial ability, it is necessary to develop learning tools that provide scaffolding for individuals across this spectrum. To that end our multidisciplinary team is utilizing virtual reality technologies to address this need. Anatomy Builder VR is designed to encourage learning anatomy through exploration of 3Dimensional virtual skeletons. Learners start in a hub room and then choose to build either a human or canine skeleton. Novice learners start with introductory, guided lessons that demonstrate the following: 1) the use of directional nomenclature, 2) correct anatomical orientations, 3) basic movements of the joints of the thoracic limb, and 4) the proper names of each bone. Each lesson is designed with targeted learning outcomes and allows for exploration, practice of concepts, and assessment with immediate feedback. The application also has a sandbox component where learners can assemble skeletons with minimal guidance, and a game room that allows users to test their knowledge of osteology in a low stakes and fun environment. Our goal is to harness the unique features of immersive technology to help learners create their own accurate mental representations of the features and relationships of structures within the body. Overall feedback during interaction has been positive and the next phase of the study is to recruit undergraduate students and begin assessing the impact of using Anatomy Builder VR on visual‐spatial understanding. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .

  PublisherDOI

• Paper Circuitry and Projection Mapping

  2018-03-14 · 7 citations

  article1st authorCorresponding

  We present an interactive book platform that was initially developed for veterinary students. This platform provides a simple tangible book interface that users can touch, flip through pages, and read the content. Meanwhile, they experience a dynamic content display system using a projector. In this paper, we present an interactive book which specifically covers Cattle (Bovine) laminitis, a painful and widely prevalent disease in cattle. Our project aims to support students' understanding of the multi-faceted nature of bovine laminitis, through the use of an interactive book interface. We implemented the unique approach of using paper circuitry to create the electrical pathway from an actual book to the computer. Book pages with embedded paper circuitry become an interactive surface, that visualizes a progression of bovine laminitis through its stages of disease. Future development of the work will include developing content from other disciplines for the same platform.

  PublisherDOI

Frequent coauthors

• Michelle Pine

  Wellborn Road Veterinary Medical Center

  11 shared

• Jinsil Hwaryoung Seo

  Texas A&M University

  10 shared

• Brian M. Smith

  6 shared

• Erica Malone

  Missouri College

  6 shared

• Steven Leal

  5 shared

• Zhikun Bai

  Northeast Agricultural University

  4 shared

• Jinkyo Suh

  Texas A&M University

  4 shared

• Austin Payne

  Texas A&M University

  3 shared

Labs

• Learning Interactive Visualization Experience Lab (LIVE Lab)PI