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Exploring Competency Development Through Simulation-Based Preclinical Training in Veterinary Education.

Paz Galarza-Alvarado1, Diana Patricia Moya-Loaiza2,3, Fernando Ramonet4

  • 1Polivet Veterinary Clinical Department, Universidad Politécnica Salesiana (UPS), Sede Cuenca, Azuay, Cuenca 010102, Ecuador.

Veterinary Sciences
|March 27, 2026
PubMed
Summary
This summary is machine-generated.

Simulation-based training using 3D-printed models enhances veterinary students' anatomical and surgical skills. This innovative approach improves learning outcomes and engagement in preclinical veterinary education.

Keywords:
acquired skilladditive manufacturingeducationteachingveterinary training

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Area of Science:

  • Veterinary Medicine
  • Medical Education
  • Biomedical Engineering

Background:

  • Traditional veterinary preclinical education faces challenges in developing essential competencies like anatomical identification and spatial-visual reasoning.
  • There is a growing need for innovative, active learning strategies, including simulation, to meet modern educational demands.

Purpose of the Study:

  • To evaluate a simulation-based educational approach for enhancing competency development in preclinical veterinary education.
  • To assess the effectiveness of 3D-printed models in supporting anatomical and surgical skill acquisition.

Main Methods:

  • A canine cranial case study involving a transmissible venereal tumor was used as a teaching scenario.
  • Two groups of veterinary students were compared: one receiving traditional instruction and the other simulation-based training with virtual planning and 3D-printed models.
  • Learning outcomes were assessed via structured observation, descriptive analysis, and Likert-type surveys.

Main Results:

  • Students in the simulation-based group demonstrated enhanced three-dimensional anatomical exploration and case-based discussions.
  • Survey data revealed high engagement, interest, and perceived usefulness among students using 3D-printed models.
  • The simulation approach was found to be safe, transferable, and pedagogically valuable.

Conclusions:

  • Simulation-based educational frameworks, particularly those utilizing 3D-printed models, are effective for developing key competencies in preclinical veterinary education.
  • This approach offers a valuable supplement to traditional methods, improving student engagement and skill acquisition.
  • The study highlights the potential of low-cost, reproducible simulation workflows in veterinary training.