Veterinary anatomy is essential in veterinary education and has traditionally been taught through lectures and cadaveric dissection. Recently, digital tools such as the Anatomage Table Vet (ATV) have emerged, offering new ways to visualize anatomical structures and enhance visuospatial skills. This study was conducted during the students’ first experience with the ATV and aimed to evaluate its effectiveness compared to traditional textbook-based methods for teaching the Triadan Dental Classification System (TDCS), as well as to gather feedback on its usability. Eighty-nine students attended a seminar on the ATV and completed a pre-test and post-test consisting of Likert-scale statements and theoretical questions. Students were divided into two groups: an ATV group and a textbook group. Both groups significantly improved their post-test scores, with no significant difference between them. Students’ self-reported confidence with both the ATV and the TDCS also increased. Feedback was generally positive, except for the ATV’s ease of use: most students found the tool stimulating, reporting that they would use it during their independent study time. In this trial, ATV use did not outperform textbooks. However, students reported high satisfaction with the teaching tool. Further research is recommended to understand how to effectively integrate it into the veterinary curriculum.
Mercati et al. (Sat,) studied this question.