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Computer-Generated 3D Models in Veterinary Student Education: Improving Radiographic Interpretation of Canine
Alexandria A Goodyear1, Lauren E Markovic2, Sherry A Clouser3
1University of Georgia, College of Veterinary Medicine, University of Georgia, 2200 College Station Road, Athens, GA 30605, USA.
Journal of Veterinary Medical Education
|July 27, 2026
Summary
Virtual 3D models improved veterinary students' understanding of canine congenital heart disease (CHD) radiographic interpretation. While both 3D and traditional 2D methods enhanced learning, students preferred the 3D approach.
Area of Science:
- Veterinary Radiology
- Medical Education Technology
- Cardiovascular Imaging
Background:
- Interpreting thoracic radiographs for congenital heart disease (CHD) is difficult for veterinary students due to 3D to 2D spatial translation challenges.
- Traditional 2D imaging methods may not fully convey complex cardiac anatomy, hindering accurate diagnosis.
- Novel educational tools are needed to improve veterinary students' comprehension of radiographic interpretation.
Purpose of the Study:
- To assess the efficacy of virtual 3D models in enhancing veterinary students' interpretation of thoracic radiographs for CHD.
- To compare the learning outcomes between traditional 2D methods and virtual 3D models with radiographic overlays.
- To evaluate students' spatial and anatomical understanding of healthy and CHD radiographs using different teaching modalities.
Main Methods:
- Three client-owned dogs (two with CHD, one healthy) underwent computed tomography angiography.
- 3D cardiac models were generated from CT data using image segmentation software and overlaid onto radiographs.
- A workshop involved veterinary students in two groups: traditional 2D methods vs. virtual 3D models; pre/post-tests and surveys assessed learning.
Main Results:
- Overall student test scores significantly improved post-workshop (mean 67.9 to 87.5, p < .001).
- The 3D group showed a slightly higher percentage increase in scores (22.1%) compared to the 2D group (16.8%), though not statistically significant (p = .42).
- Student feedback indicated a preference for the 3D virtual models over traditional 2D resources.
Conclusions:
- Both 2D and 3D methods effectively improved veterinary students' thoracic radiograph interpretation skills.
- Virtual 3D models are a valuable adjunct tool for veterinary education, enhancing spatial understanding and student engagement.
- Further integration of 3D visualization technologies in veterinary curricula is recommended for complex anatomical and pathological conditions.
