Evaluation of 3D Additively Manufactured Canine Brain Models for Teaching Veterinary Neuroanatomy

Efficacy of plastinated specimens in anatomy education: A systematic review and meta-analysis

Plastination, a permanent preservation method for human tissues and organs, is increasingly being used in anatomy education. However, there is a paucity of systematic reviews and meta-analyses summarizing the educational efficacy of plastinated specimens. This meta-analysis compared the assessment scores of students exposed to plastinated specimens against those exposed to other common instructional methods. A systematic search was conducted through four databases, from 2000 to July 2022. Titles and abstracts of the retrieved records were screened according to predetermined eligibility criteria. Of the 159 records screened, 18 were subjected to full-text review. Among the 18 studies, five articles reported post-intervention test scores for intervention (plastinated) and control (other modalities) groups. Studies were subjected to GRADE quality assessment, and four studies with moderate to high ratings were included for meta-analysis. Students' perceptions (n = 15 studies) were qualitatively analyzed using an inductive narrative analysis. No significant effect was detected between the intervention (n = 417) and control groups (n = 422) (standardized mean difference = 0.08; 95% CI [-0.36, 0.52]; p = 0.73). Four themes emerged from students' perceptions: ease of use, motivation to study, spatial understanding, and learning preference. Overall, student performance outcomes comparing the use of plastinated specimens versus other instructional modalities are very limited. This meta-analysis suggests that knowledge gained from plastinated specimens is comparable to learning achieved through other modalities; though this outcome should be interpreted with caution as there is currently insufficient evidence for definitive conclusions.

Canine Upper Digestive Tract 3D Model: Assessing Its Utility for Anatomy and Upper Endoscopy Learning

A teaching strategy using 3D-printed models of the canine upper digestive tract (UDT) for anatomy demonstration and upper endoscopy instruction was evaluated. The canine UDT (esophagus-stomach-duodenum) was scanned and 3D-printed molds were manufactured using silicone casting. First-year students were introduced to these 3D models in practical sessions alongside real specimens. Simultaneously, fifth-year students were trained in endoscope handling and anatomical recognition using 3D specimens. Both groups completed an anonymous survey. Results showed that overall, first-year (n = 93) and fifth-year (n = 45) students agreed or strongly agreed that the 3D-printed model was effective for learning purposes. In summary, first-year students highlighted an improved understanding of size, volume, topography, and easier manipulation of the 3D model compared to fresh specimens. Fifth-year students were more enthusiastic, finding the 3D model valuable for spatial vision and clinical training. While both groups were against completely replacing the natural UDT with the 3D model, first-year students were more hesitant. These findings suggest that the 3D model of the canine UDT is an effective tool for hands-on training in clinical endoscopy and a valuable, albeit complementary, resource for teaching anatomy and topography.

Students Satisfaction with the Use of PlayDoh® as a Tool to Actively Learn 3D Veterinary Anatomy More Accurately

Understanding veterinary anatomy is an essential skill for the study of veterinary medicine as well as for diagnostic imaging and therapy. Dissection facilities are increasingly limited in some schools and its alternatives have often focussed on using two-dimensional images. However, the study of veterinary anatomy is mainly concerned with identifying structures and spatial relationships between them within a 3D space, and the use of 2D teaching approaches does not provide accurate information. We tested whether PlayDoh® student-built models could be an inexpensive potential tool beneficial to veterinary students learning anatomy in three distinct scenarios: (1) during a lecture, introducing a new concept; (2) during a flipped classroom approach where a video-podcast lecture was to be watched by the students prior to the lecture and (3) as a revision session where students brought their own questions and created, under supervision, their own models to respond to them. PlayDoh® sessions benefitted 172 first-year Veterinary Medicine and Animal Science students. The most accurate visualisation of anatomical structures in 3D was the principal benefit mentioned by the learners (35%). In addition, the learners noted that the technique would help with 'retention' (18%). According to the students' preferences, it was possible to create four groups: A, B, C and D. Group A encompassed the methodologies most liked by students and consisted of lectures, dissection and demonstrations. Group B included demonstrations and 3D modelling using PlayDoh®. Group C consisted of 3D modelling using PlayDoh®, books and online and, finally, group D included the methodologies least preferred by students, i.e. online and PBL. Our findings suggest that using 3D PlayDoh® modelling has potential as a method to enhance the learning of veterinary anatomy and may be most valuable to those students learning more complex subject areas that require a 3D teaching approach in practice.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40670-023-01892-y.

The Application of 3D Anatomy for Teaching Veterinary Clinical Neurology

Neuroanatomy is always a challenging topic for veterinary students. It is widely accepted that understanding the anatomy of the central nervous system (CNS) is essential to explain many of the pathological processes that affect the brain. Although its study has varied over time to achieve this goal, in human and veterinary medicine it is difficult to find a teaching method that associates normal anatomy with pathological alterations of the brain. For the first time, we have created an educational tool that combines neuroanatomy and neuropathology, using different magnetic resonance (MR) images as a basis and EspINA software as analyzer, to obtain segmented structures and 3D reconstructions of the dog brain. We demonstrate that this combination is an optimal tool to help anatomists to understand the encephalon, and additionally to help clinicians to recognize illness including a multitude of neurological problems. In addition, we have tried to see whether photogrammetry, which is a common technique in other sciences, for example geology, could be useful to teach veterinary neuroanatomy. Although we still need further investigations, we have been able to generate 3D reconstructions of the whole brain, with very promising results to date.

Breaking barriers: The landscape of human and veterinary medical anatomy education and the potential for collaboration

Despite human (HUM) and veterinary (VET) medical institutions sharing the goal of educating future clinicians, there is little collaboration between them regarding curricular and pedagogical practices during the preclinical/basic science training years. This may be, at least in part, due to a lack of understanding of each type of curriculum. This study presents data about curricula, student populations, pedagogical methodologies applied, and anatomy educators' training at both HUM and VET institutions. Preclinical curricula, admissions criteria, and student demographics were analyzed for 21 institutions in the United States having both HUM and VET schools. This dataset was augmented by a questionnaire sent to anatomists internationally, detailing anatomy curricula, pedagogies applied, and anatomy educators' training. Many curricular similarities between both training programs were identified, including anatomy education experiences. However, VET programs were found to include more preclinical coursework than HUM programs. Students who matriculate to VET or HUM schools have similar academic records, including prerequisite coursework and grade point average. Median HUM class size was significantly larger, and the percentage of women enrolled in VET institutions was significantly higher. Training of anatomy educators was identical with one exception: VET educators are far more likely to hold a clinical degree. This study elucidates the substantial similarities between VET and HUM programs, particularly in anatomy education, underscoring the potential for collaboration between both types of programs in areas such as interprofessional education, bioethics, zoonotic disease management, and postgraduate training.

Comparison of median sternotomy closure-related complication rates using orthopedic wire or suture in dogs: A multi-institutional observational treatment effect analysis

Objective

To determine and compare median sternotomy (MS) closure‐related complication rates using orthopedic wire or suture in dogs.

Study design

Multi‐institutional, retrospective observational study with treatment effect analysis.

Animals

331 client‐owned dogs, of which 68 were excluded.

Methods

Medical records of dogs with MS were examined across nine referral centers (2004–2020). Signalment, weight, clinical presentation, surgical details, complications, and outcomes were recorded. Follow‐up was performed using patient records and email/telephone contact. Descriptive statistics, treatment effect analysis and logistic regression were performed.

Results

Median sternotomy closure was performed with wire in 115 dogs and suture in 148. Thirty‐seven dogs experienced closure‐related complications (14.1%), 20 in the wire group and 17 in the suture group. Twenty‐three were listed as mild, four as moderate and 10 as severe. Treatment effect analysis showed a mean of 2.3% reduction in closure‐related complications associated with using suture versus wire (95% CI: −9.1% to +4.5%). In multivariable logistic regression, the only factor associated with increased risk of closure‐related complications was dog size (p = .01). This effect was not modified by the type of closure used (interaction term: OR = 0.99 [95% CI: 0.96/1.01]).

Conclusion

The incidence of closure‐related complication after MS was low compared to previous reports. The likelihood of developing a closure‐related complication was equivalent between sutures and wires, independent of dog size, despite a higher proportion of complications seen in larger dogs (≥20 kg).

Clinical significance

Use of either orthopedic wire or suture appear to be an appropriate closure method for sternotomy in dogs of any size.

Three-Dimensional Printed Models of the Heart Represent an Opportunity for Inclusive Learning

Three-dimensional (3D) printed models of anatomic structures offer an alternative to studying manufactured, "idealized" models or cadaveric specimens. The utility of 3D printed models of the heart for clinical veterinary students learning echocardiographic anatomy is unreported. This study aimed to assess the feasibility and utility of 3D printed models of the canine heart as a supplementary teaching aid in final-year vet students. We hypothesized that using 3D printed cardiac models would improve test scores and feedback when compared with a control group. Students (n = 31) were randomized to use either a video guide to echocardiographic anatomy alongside 3D printed models (3DMs) or video only (VO). Prior to a self-directed learning session, students answered eight extended matching questions as a baseline knowledge assessment. They then undertook the learning session and provided feedback (Likert scores and free text). Students repeated the test within 1 to 3 days. Changes in test scores and feedback were compared between 3DM and VO groups, and between track and non-track rotation students. The 3DM group had increased test scores in the non-track subgroup. Track students' test scores in the VO group increased, but not in the 3DM group. Students in the 3DM group had a higher completion rate, and more left free-text feedback. Feedback from 3DM was almost universally positive, and students believed more strongly that these should be used for future veterinary anatomy teaching. In conclusion, these pilot data suggest that 3D printed canine cardiac models are feasible to produce and represent an inclusive learning opportunity, promoting student engagement.

Canine Skull Digitalization and Three-Dimensional Printing as an Educational Tool for Anatomical Study

This article aims to standardize 3D scanning and printing of dog skulls for educational use and evaluate the effectiveness of these anatomical printed models for a veterinary anatomy course. Skulls were selected for scanning and creating 3D-printed models through Fused Deposition Modeling using acrylonitrile-butadiene-styrene. After a lecture on skull anatomy, the 3D-printed and real skull models were introduced during the practical bone class to 140 students. A bone anatomy practical test was conducted after a month; it consisted in identifying previously marked anatomical structures of the skull bones. The students were divided into two groups for the exam; the first group of students took the test on the real skulls, whereas the second group of students took the test on 3D-printed skulls. The students' performance was evaluated using similar practical examination questions. At the end of the course, these students were asked to answer a brief questionnaire about their individual experiences. The results showed that the anatomical structures of the 3D-printed skulls were similar to the real skulls. There was no significant difference between the test scores of the students that did their test using the real skulls and those using 3D prints. In conclusion, it was possible to construct a dynamic and printed digital 3D collection for studies of the comparative anatomy of canine skull species from real skulls, suggesting that 3D-digitalized and-printed skulls can be used as tools in veterinary anatomy teaching.

Digitalização e Impressão Tridimensional de Crânio Canino como Ferramenta Educacional para Estudo Anatômico

Este trabalho teve como objetivo padronizar a digitalização e impressão 3D de crânios de cães para uso educacional e avaliar a eficácia de modelos anatômicos impressos na disciplina de anatomia do curso de medicina veterinária. Os crânios foram selecionados para escaneamento e criação dos modelos impressos 3D modelados por fusão de deposição (FDM) utilizando acrilonitrila butadieno estireno. Após uma aula teórica sobre anatomia do crânio os modelos impressos 3D e os modelos reais do crânio de cães foram apresentados aos 140 alunos durante a aula prática de ossos. Uma avaliação prática de osteologia foi realizada após um mês que consistiu na identificação de estruturas anatômicas dos ossos do crânio identificados por alfinetes. Os alunos foram divididos em duas turmas para a realização da avaliação; o primeiro grupo fez os testes usando os crânios reais, enquanto o segundo grupo os crânios impressos 3D. O desempenho dos alunos foi avaliado conforme as suas performances no exame prático. No final da disciplina, eles foram convidados a responder a um breve questionário sobre suas experiências individuais. Os resultados do estudo demonstram que as estruturas anatômicas dos crânios impressos 3D eram semelhantes aos crânios reais. Não houve diferença significativa quando se analisou o grau de acertos e erros durante a realização do exame entre aqueles que identificaram as estruturas nos crânios reais ou nos impressos 3D. Conclui-se que é possível construir um acervo dinâmico digital e impresso tridimensional (3D) para estudos da anatomia comparada da espécie canina a partir de crânios reais, e que os crânios 3D podem ser usados como uma excelente ferramenta alternativa ao ensino na anatomia veterinária.

Applications of 3-dimensional printing in small-animal surgery: A review of current practices

Three-dimensional (3D) printing, also called rapid prototyping or additive manufacturing, transforms digital images into 3D printed objects, typically by layering consecutive thin films of material. This technology has become increasingly accessible to the public, prompting applications in veterinary surgery. Three-dimensional prints provide direct visualization of complex 3D structures and also haptic feedback relevant to surgery. The main objective of this review is to report current applications of 3D printing in small-animal surgery, including surgical education, preoperative planning, and treatment of tissue defects. The reported uses of 3D prints, their proposed advantages, and current limitations are discussed considering published evidence. Aspects of the manufacturing process specific to each application are described, along with current practices in veterinary surgery.

Teaching Tip Using Play-Doh to Enhance the Perceived Learning of Veterinary Medicine

Teaching anatomy to veterinary students is challenging, and using two-dimensional (2D) representations may limit the opportunity for learners to make the connections required to fully appreciate the complex structures involved and the relationships between them. This research considered the implementation of three-dimensional (3D) modeling using Play-Doh with learners to consider whether they were able to make effective representations that may then support further learning. The evidence from teacher observations and student feedback suggests that, despite some initial hesitation surrounding the use of what some might perceive as a toy in the higher education classroom, the learners believed that the approach allowed improvement in terms of their understanding, knowledge retention and recall. They reported that the approach enabled greater visualization of the structures they were representing. For teachers, the approach has the advantage that the material is cheap, readily available, easily manipulated, can be reused, and needs no sophisticated technology.

Three-dimensional printing educational anatomical model of the patellar luxation in dogs

Background

Few studies are available for assessing the current situation of 3D printing in veterinary medicine, due to the recent popularization of this technology. This study aimed to simulate a 3D model of the femorotibiopatellar joint of dogs based on the medial patellar luxation. The scanning, editing and printing of the femur, tibia, fibula and patella of a dog from the Laboratory of Anatomy of FMVZ USP were performed.

Results

Three femorotibiopatellar joint models were printed: one representing a healthy join without alterations; the second one with the medially deviated tibial tuberosity; and a last one representing the shifted tibial tuberosity and the trochlear sulcus flattened as consequence. The 3D edition consisted of medial rotation of the tibia and tibial tuberosity (22° against the healthy tibia), and the flatten of the medial femoral condyle (0.2 cm) and femoral trochlear groove. After printing, the corresponding measurements were taken with the alterations and the bone models were made with elastics to represent the anatomical components of the dog joint. Finally, the measurements corresponding to the distance from the patellar ligament to the lateral femoral condyle were taken in each specimen, in order to observe the change in position of the ligament according to the occurrence of the bone alterations.

Conclusion

We printed 3D articular anatomical components of the femurotibiopatellar joint that could be valuable educational tools for the study of medial patellar luxation in dogs.

The Evolution of Educational Technology in Veterinary Anatomy Education

"All learning is in the learner, not the teacher." Plato was right. The adage has passed the test of time and is still true in an era where technology accompanies us in not only professional but also recreational life every day, everywhere. On the other hand, the learner has evolved and so have the sources being used to satisfy curiosity and learning. It therefore appears intuitive to embrace these technological advances to bring knowledge to our pupils with the aim to facilitate learning and improve performance. It must be clear that these technologies are not intended to replace but rather consolidate knowledge partly acquired during more conventional teaching of anatomy. Veterinary medicine is no outlier. Educating students to the complexity of anatomy in multiple species requires that three-dimensional concepts be taught and understood accurately if appropriate treatment is to be set in place thereafter. Veterinary anatomy education has up to recently walked diligently in the footsteps of John Hunter's medical teaching using specimens, textbooks, and drawings. The discipline has yet to embrace fully the benefits of advancement being made in technology for the benefit of its learners. Three-dimensional representation of anatomy is undeniably a logical and correct way to teach whether it is through the demonstration of cadaveric specimen or alternate reality using smartphones, tablets, headsets or other digital media. Here we review some key aspects of the evolution of educational technology in veterinary anatomy.

Use of color-coded, three-dimensional-printed equine carpus models is preferred by students but does not result in statistically different academic performance

Radiology can be a challenging subject for students and finding new techniques that help improve their understanding could have positive effects in their clinical practice. The purpose of this prospective experimental study was to implement the use of color-coded, three-dimensional-printed, handheld equine carpus models into a radiographic anatomy course and evaluate the impact objectively and subjectively using quizzes and student response surveys. A first-year veterinary class was randomly divided into two similarly sized groups (groups A and B) for an equine normal radiographic anatomy laboratory. Both groups experienced the same laboratory structure; however, each student in group B received a handheld three-dimensional-printed equine carpus. Both groups received a quiz at the end of their laboratory consisting of 10 multiple-choice questions related to the equine carpus. An anonymous survey regarding the laboratory was emailed to students after the laboratory. One week later, the same 10 questions in randomized order were administered via a pop-quiz. Students believed both quizzes would count toward their final course grade. There was no statistically significant difference in grades between groups on either quiz (P > .05). However, based on survey responses, group B students felt the carpus made the laboratory more enjoyable and improved their comprehension of the material, whereas group A students felt the carpus would have increased their enjoyment and improved their comprehension. The implementation of three-dimensional-printed anatomic models may be useful to enhance enjoyment and perceived comprehension of veterinary students; however, there is currently insufficient evidence to suggest these models improve academic performance.

Printing 3D models of canine jaw fractures for teaching undergraduate veterinary medicine

Purpose

To develop 3D anatomical models, and corresponding radiographs, of canine jaw fractures.

Methods

A base model was generated from a mandibular bone scan. With this model it was possible to perform fracture planning according to the anatomical location.

Results

The 3D base model of the canine mandible was similar in conformation to the natural bone, demonstrating structures such as canine tooth crowns, premolars and molars, mental foramina, body of the mandible, ramus of the mandible, masseteric fossa, the coronoid process, condylar process, and angular process. It was not possible to obtain detail of the crown of the incisor teeth, mandibular symphysis, and the medullary channel. Production of the 3D CJF model took 10.6 h, used 150.1 g of filament (ABS) and cost US$5.83.

Conclusion

The 3D canine jaw fractures models, which reproduced natural canine jaw fractures, and their respective radiographic images, are a possible source of educational material for the teaching of veterinary medicine.

Applications of 3D printing in small animal magnetic resonance imaging

Three-dimensional (3D) printing has significantly impacted the quality, efficiency, and reproducibility of preclinical magnetic resonance imaging. It has vastly expanded the ability to produce MR-compatible parts that readily permit customization of animal handling, achieve consistent positioning of anatomy and RF coils promptly, and accelerate throughput. It permits the rapid and cost-effective creation of parts customized to a specific imaging study, animal species, animal weight, or even one unique animal, not routinely used in preclinical research. We illustrate the power of this technology by describing five preclinical studies and specific solutions enabled by different 3D printing processes and materials. We describe fixtures, assemblies, and devices that were created to ensure the safety of anesthetized lemurs during an MR examination of their brain or to facilitate localized, contrast-enhanced measurements of white blood cell concentration in a mouse model of pancreatitis. We illustrate expansive use of 3D printing to build a customized birdcage coil and components of a ventilator to enable imaging of pulmonary gas exchange in rats using hyperpolarizedXe 129 . Finally, we present applications of 3D printing to create high-quality, dual RF coils to accelerate brain connectivity mapping in mouse brain specimens and to increase the throughput of brain tumor examinations in a mouse model of pituitary adenoma.