Publikationsdatenbank

Low-fidelity 3D-printed models in veterinary anatomy classes – a game changer? (2025)

Art

Vortrag

Autoren

Schirone, Rebecca (WE 1)

Schmedding, Maximiliane

Weigner, Janet (WE 1)

Werner, Martin (WE 1)

Corte, Giuliano Mario (WE 1)

Ehlers, Jan Peter

Bahramsoltani, Mahtab (WE 1)

Forschungsprojekt

Untersuchung des didaktischen Potenzials gescannter und gedruckter 3D-Modelle in der veterinäranatomischen Lehre

Kongress

XXXVth EAVA Congress 2025

Toulouse, 22. – 25.07.2025

Quelle

Sprache

Englisch

Kontakt

Institut für Veterinär-Anatomie

Koserstr. 20
14195 Berlin
+49 30 838 75784
anatomie@vetmed.fu-berlin.de

Abstract / Zusammenfassung

Limited cadaver availability and health risks associated with formaldehyde-treated cadavers highlight the need for alternative learning materials in veterinary anatomy education. In clinical teaching, low-fidelity models have been used successfully for several years. Therefore, the question arises whether such models could also be beneficial for teaching anatomy. A low-fidelity model of the canine forelimb was designed in Blender (https://www.blender.org/) and 3D-printed using the Stratasys J55 Prime 3D printer (Stratasys, Eden Prairie, Minnesota; Rehovot, Israel), which allows simultaneous printing of rigid and flexible components. The students were divided into four learning groups. One group was given dissected native specimens of the canine forelimb, one group was given the 3D models, one group learned with the native specimens for the first halftime and then switched to the 3D models (native specimen/3D model), the fourth group was given the 3D models first and switched to the native specimens after halftime (3D model/native specimen). Subsequently, learning outcomes were measured via a knowledge test based on the identification of anatomical structures on native specimens. Following the study, all students had access to all learning materials until the regular exam. Afterwards, the students were asked about their preference for the learning materials. The learning outcome was highest when learning with the native specimen, followed by native specimen/3D model, 3D model, and 3D model/native specimen. In contrast, students stated that they mostly prefer the order 3D model/native specimen, followed by native specimen, then 3D model, and least the order native specimen/3D model. Thus, students gave the highest preference to the learning method in which they yielded the lowest learning outcome. However, as students expressed enthusiasm for the 3D models and emphasized the value of 3D models for independent learning outside the dissection hall, the 3D models might serve as valuable complementary tools in veterinary anatomy education.