Use of 3D printed low-cost models for veterinary clinical skills training

Abstract

Background: Three-dimensional printing is used in veterinary medicine to produce precise physical models for education, research, and training. As simulation-based approaches in veterinary education continually improve, we are exploring the applicability of three dimensional (3D) printing technology for this purpose.

Aim: The aim of this study was to evaluate the level of student satisfaction, motivation, and confidence with the introduction of 3D-printed models in veterinary clinical training.

Methods: A total of 57 students from the University of Sarajevo-Veterinary Faculty were included in the study. The groups were created according to the previous clinical training: third-year students with dominant observational and little active participation, fourth-year students with modest active participation, and fifth-year students with high prominent active participation in the clinical work. The students attended the theoretical review and practical presentation prior to their work on 3D printing models. Upon completion of the activity, students were given a survey that included questions divided into four categories: general satisfaction, comparison with traditional teaching methods, interactivity and practical application, and technical characteristics.

Results: Students exhibited a positive attitude toward the use of the three dimensional printing (3DP) models as clinical simulators. This innovative approach could reduce stress when transitioning to work with live animals while enhancing interest in clinical work.

Conclusion: The significant benefits of the 3DP include enhanced durability, low production costs, and a significant reduction in the number of cadavers needed for educational purposes.

Keywords: Additive manufacturing; Clinical skills; Simulation; Veterinary education.

Fig. 1.. Students working in groups of two using models to practice intravenous catheterization. One student restrained the model, stabilized the limb and raised the vein. The other student is performing intravenous (IV) catheter placement (A), secure taping (B), and flushing with saline (C).

Fig. 2.. Students working in groups of two using models to practice bandaging technique. One student manipulating the model and the other bandaging the limb. Bandaging of the wounds (A) and splinting (B) was performed.

Fig. 3.. Students working in small groups using models to practice regional nerve blocks for dental and oral surgery (A) and epidural anesthesia of the dog (B).