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

Wings of Knowledge: Navigating Learner Confidence and Cognitive Load in Avian Radiography with a Low Fidelity Model

In veterinary first opinion practice, radiography is an important diagnostic tool for avian patients. Teaching of such diagnostic skills to learners is usually conducted using teaching models in clinical skills laboratories. The aim of this work is to evaluate the impact of using a teaching model for avian radiography positioning by measuring learner's cognitive load, confidence, satisfaction, and assessing learning by OSCE assessment. An avian radiography positioning model was created and evaluated with pre- and post-Likert questions on confidence, a pre and post 9-point cognitive load scale, an OSCE assessment (max score = 20), and post Likert questions on satisfaction. Thirty-two undergraduate veterinary medicine and veterinary nursing students participated in the study. The results showed the cognitive load of participants was high and did not change with the use of a physical model (p = .882). Participants exhibited increased confidence in avian radiography positioning (pre; M = 2, post; M = 4, p < .001) and expressed high overall satisfaction with the model (x̄ = 4.6, no negative or neutral Likert responses). The OSCE results demonstrated a higher pass rate mean (82%) for the positioning tasks compared to the collimation and centering tasks (53%). Overall, the model was well received by learners with increased confidence and a satisfactory learning experience in a clinical skill for exotics species. These findings suggest the avian radiography positioning model is an effective model to train students to position avian patients for radiography.

Using 3D Printing to Improve Student Education of Complex Anatomy: a Systematic Review and Meta-analysis

Objective

Additive manufacturing has played an increasingly important role in the field of health care. One of the most recent applications has been the development of 3D printed anatomical models specifically to improve student education. The purpose of this review was to assess the potential for 3D printed models to improve understanding of complex anatomy in undergraduate and medical/professional students.

Methods

A systematic review was performed to investigate the different implementations of 3D printed anatomical models in educational curricula. In addition, a meta-analysis was conducted to assess the differences in comprehension between students who received 3D printed models as part of their instruction and those taught with traditional methods.

Results

Of the 10 groups included in the meta-analysis, students whose educational experience included a 3D printed model scored roughly 11% better on objective assessments compared to students who did not use such models (Hedge's g = 0.742, p < 0.001).

Conclusion

Based on these findings, the use of 3D printed anatomical models as a method of education is likely to improve students' understanding of complex anatomical structures.