Canine Upper Digestive Tract 3D Model: Assessing Its Utility for Anatomy and Upper Endoscopy Learning

Abstract

A teaching strategy using 3D-printed models of the canine upper digestive tract (UDT) for anatomy demonstration and upper endoscopy instruction was evaluated. The canine UDT (esophagus–stomach–duodenum) was scanned and 3D-printed molds were manufactured using silicone casting. First-year students were introduced to these 3D models in practical sessions alongside real specimens. Simultaneously, fifth-year students were trained in endoscope handling and anatomical recognition using 3D specimens. Both groups completed an anonymous survey. Results showed that overall, first-year (n = 93) and fifth-year (n = 45) students agreed or strongly agreed that the 3D-printed model was effective for learning purposes. In summary, first-year students highlighted an improved understanding of size, volume, topography, and easier manipulation of the 3D model compared to fresh specimens. Fifth-year students were more enthusiastic, finding the 3D model valuable for spatial vision and clinical training. While both groups were against completely replacing the natural UDT with the 3D model, first-year students were more hesitant. These findings suggest that the 3D model of the canine UDT is an effective tool for hands-on training in clinical endoscopy and a valuable, albeit complementary, resource for teaching anatomy and topography.

Simple Summary: Three-dimensional-printed anatomical models constitute a very useful tool in teaching anatomy and veterinary clinical procedures. In the field of canine gastrointestinal endoscopy, there are no 3D-printed models available other than certain simulators, and none for upper endoscopy. In this study, we aimed to create a 3D-printed anatomical model of the canine upper digestive tract (UDT) that would be valid for both veterinary students in anatomy and internal medicine. The UDT models, printed with molds and silicone casting, were introduced into practical anatomy sessions alongside real specimens. Fifth-year students practiced endoscope handling and anatomical recognition using these 3D models. The results of an anonymous survey indicated positive feedback from both groups of students (138 respondents), confirming the effectiveness of 3D models for learning. The anatomy students most appreciated the ease of manipulation of the 3D model and the better understanding of the size, volume, and topography compared to fresh specimens. Internal medicine students were more enthusiastic, finding the 3D models essential for spatial vision and clinical training. Anatomy students were the most reluctant to completely replace natural specimens, seeing the 3D model as a supplement for learning anatomy, whereas fifth-year students considered it as an essential tool for hands-on clinical endoscopy practice.