Abstract
Three-dimensional (3D)-printed models have been shown to improve medical students’ understanding of anatomy and related fractures.
The aim of this parallel-group randomized trial was to evaluate the impact of 3D-printed feline skulls, in addition to traditional teaching,
on veterinary students’ interpretation of skull radiographs. Students were randomly divided into two groups (2D, 3D) and underwent a
pre-test consisting of multiple-choice questions. Subsequently, both groups watched a recorded lesson on feline skull radiographic anatomy
and traumatic lesions, and then the 3D group was provided with 3D-printed skulls, normal and with traumatic lesions. Finally, all students
underwent a post-test. The multiple-choice questions included orthogonal feline skull radiographs of three different patterns of traumatic
lesions, and questions tested their knowledge of normal anatomy and recognition of traumatic lesions. Twenty-three (25.6%) fourth-year and
67 (74.4%) fifth-year students participated. For both the 2D and 3D groups, post-test scores were significantly better than pre-test scores.
There were no significant differences in the pre-test and post-test scores between the 2D and 3D groups. Three-dimensional-printed models
did not improve veterinary students’ ability to recognize anatomical structures and traumatic lesions of the feline skull. Further studies are
warranted to define the role of 3D-printed models in veterinary student learning
The aim of this parallel-group randomized trial was to evaluate the impact of 3D-printed feline skulls, in addition to traditional teaching,
on veterinary students’ interpretation of skull radiographs. Students were randomly divided into two groups (2D, 3D) and underwent a
pre-test consisting of multiple-choice questions. Subsequently, both groups watched a recorded lesson on feline skull radiographic anatomy
and traumatic lesions, and then the 3D group was provided with 3D-printed skulls, normal and with traumatic lesions. Finally, all students
underwent a post-test. The multiple-choice questions included orthogonal feline skull radiographs of three different patterns of traumatic
lesions, and questions tested their knowledge of normal anatomy and recognition of traumatic lesions. Twenty-three (25.6%) fourth-year and
67 (74.4%) fifth-year students participated. For both the 2D and 3D groups, post-test scores were significantly better than pre-test scores.
There were no significant differences in the pre-test and post-test scores between the 2D and 3D groups. Three-dimensional-printed models
did not improve veterinary students’ ability to recognize anatomical structures and traumatic lesions of the feline skull. Further studies are
warranted to define the role of 3D-printed models in veterinary student learning
| Original language | English |
|---|---|
| Number of pages | 9 |
| Journal | Journal of Veterinary Medical Education |
| DOIs | |
| Publication status | Published - 3 Dec 2024 |
Research Groups and Themes
- Veterinary Education Research Group
Keywords
- Feline skull fractures
- radiology education
- three-dimensional printing