Developing a 3D animation tool to improve veterinary undergraduate understanding of obstetrical problems in horses

Abstract

BackgroundMany challenges are encountered in both teaching and learning veterinary obstetrics. This may be due to outdated teaching materials, as the main model of content transmission remains centred around text and images.MethodsVisualisation methods such as three-dimensional (3D) and Graphics Interchange Format (GIF) tools were applied in an attempt to improve obstetrics education outcomes in the third-year class. Traditional teaching methods were utilised in the fourth-year and fifth-year students.ResultsThese supplementary tools significantly increased the third-year students’ final examination results compared with the results of fourth-year and fifth-year students (P<0.05). These examinations were designed to evaluate comprehension of the subject matter. Self-assessment questionnaire results further indicated that 3D animation and GIF promoted learning efficiency.ConclusionIncorporation of 3D animation learning tools into the veterinary curriculum is predicted to better prepare students for the management of obstetrical cases after graduation.

Practising with an obstetric box and a dummy improves students’ confidence in performing obstetric procedures involving large animals

“…Thus, it is clear that the use of the obstetric box and the dummy as a teaching resource contributes to a better understanding of obstetric manoeuvres, a topic of greater complexity in the class, allowing the student to visualize the execution of obstetric manoeuvres and, consequently, increase the student's understanding and confidence to carry out these procedures. This learning contribution was also reported in other studies using alternative teaching resources in theriogenology classes 2,7,8,10,11 …”

“…Other studies have shown an increase in the learning process using 3D animations to teach obstetric procedures; 2,11 however, the use of the obstetric box and foal dummy make the training more realistic, allowing experiential learning ('learning by doing'). According to Jan et al 8 and Giese et al, 10 the use of anatomical models and dummies also enables a large number of students to practice palpation and obstetric manoeuvres several times without predisposing animals to stress, corroborating with the observations made in the present study.…”

“…This learning contribution was also reported in other studies using alternative teaching resources in theriogenology classes. 2,7,8,10,11 According to the students, the teaching tool used in this study brought a calmer feeling to the learning process. The use of a teaching resource that allows students to feel calmer in procedures is critical to the performance of a professional because being calm and having confidence influence the satisfactory execution of any procedure performed.…”

Effect of teaching tools in spatial understanding in health science education: a systematic review

“…The students, who studied with 3D digital animation scored higher in questions that required spatial ability. 3D animated model of a pregnant horse (Gao et al,200) 30 Veterinary students The use of 3D animated model significantly increased the students' final examination scores. Others 3D tooth morphology quiz (TMQ) app (Lone et al, 2019) 22…”

“…Thirteen studies included in our review collected and analyzed student perception data either from surveys (quantitative data) or focus groups (qualitative data) (Appendix A, Table-4). [25][26][27][28][29][30][31][32][33][34][38][39][40]…”