![]() Only the degree of knowledge acquisition that the students considered they had acquired during the session showed significant differences between groups ( p = .01). Students in the 3Dp and 3D-CT groups answered all questions more quickly than the CT group (3Dp versus CT, p < .001 3D-CTversus CT, p < .001), with no significant differences between the 3Dp and 3D-CT groups ( p = .051). Results showed that students in the 3Dp group performed significantly better than those in the CT ( p < .001) and the 3D-CT ( p < .001) groups. We used four additional questions to evaluate the overall learning experience and knowledge acquisition. Sixty first-year veterinary students were randomized into three teaching module groups (CT, 3D-CT, or 3Dp) and asked to answer a multiple-choice questionnaire with 12 questions that covered normal spinal anatomy and the identification of vertebral fractures. ![]() Three spinal fracture models were generated by 3Dp. The objective of this study was to evaluate the impact of three-dimensional printing (3Dp) models on how veterinary students understand and learn to identify canine spinal fractures and to compare 3Dp models to computed tomography (CT) images and three-dimensional CT (3D-CT) reconstructions. Vertebral fractures and luxations are common causes of neurological emergencies in small-animal patients.
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