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Article

Comparative Effectiveness of 2-Dimensional Images, 3-Dimensional Fabricated Models, and Computer-Generated 3-Dimensional Images in Veterinary Anatomy Education

Pamela G. Carlton1★, David Kilroy1, Catherine McCarney1, Arun HS Kumar1★ Corresponding author

  1. 1School of Veterinary Medicine, University College Dublin, Belfield, Dublin 4, IRELAND.

CORRESPONDENCE

Pamela G. Carlton

School of Veterinary Medicine, University College Dublin, Belfield, Dublin 4, IRELAND.

pamela.carlton@ucdconnect.ie

Received: 09-06-2026; Revised: 15-06-2026; Accepted: 28-06-2026.

Volume 12, Issue 2 · pp. 65–69 · PUBLISHED 2026 · DOI: 10.5530/bems.12.2.12

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ABSTRACT

Background: Anatomy education has traditionally relied on Two-Dimensional Images (2DI) and cadaveric dissections. However, newer modalities such as Three-Dimensional Fabricated Models (3DM) and Computer-Generated 3D Images (CG3DI) are increasingly being introduced. Comparative effectiveness evidence remains three dimensional limited. Objectives: This pilot study aimed to compare the impact of 2DI, 3DM, and CG3DI on student performance in veterinary anatomy. Materials and Methods: Twelve first-year Graduate Entry veterinary students were randomly allocated into three equal groups of four (n=4 Graduate Entry per group), each exposed to one of the teaching modalities for a 30-min study period. Pre- and post-intervention assessments, each comprising ten multiple-choice questions, were conducted to evaluate changes in performance. Results: Pre-test scores were similar across groups (2DI: mean 5.75/10, SD 0.96; 3DM: mean 5.75/10, SD 1.26; CG3DI: mean 6.00/10, SD 1.15). Post-test scores were: 2DI mean 6.00/10 (SD 2.16; mean change +0.25 questions, Cohen’s d=0.15); 3DM mean 5.75/10 (SD 1.50; mean change 0.00, Cohen’s d=0.00); CG3DI mean 5.25/10 (SD 1.26; mean change -0.75, Cohen’s d=-0.62). No statistically significant within-group or between-group differences were detected (Kruskal-Wallis H=1.63, p=0.44), consistent with the very small sample size. Conclusion: This pilot study suggests a trend toward score improvement with 2DI, no change with 3DM, and a modest decline with CG3DI over a brief study period. These non-significant findings, limited by the small sample, may inform a fully powered future study of a blended 2D/3D approach in veterinary anatomical education.

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    Carlton, P. G., Kilroy, D., McCarney, C., & Kumar, A. H. (2026). Comparative Effectiveness of 2-Dimensional Images, 3-Dimensional Fabricated Models, and Computer-Generated 3-Dimensional Images in Veterinary Anatomy Education. Biology, Engineering, Medicine and Science Reports, 12(2), 65–69. https://doi.org/10.5530/bems.12.2.12