Teaching Veterinary Obstetrics Using Three-Dimensional Animation Technology

The Smart House Planner is an AI-powered solution designed to simplify the process of residential home design by combining intelligent planning, 3D modelling, and real-time cost estimation through an interactive conversational interface. With the rising demand for personalized housing solutions and the complexity of balancing aesthetics, functionality, and budget, there is a growing need for systems that can automate architectural planning while remaining user-friendly. This project addresses that challenge by integrating Gemini AI for intelligent design recommendations, Blender for automated 3D visualization, and a cost estimation engine for transparent financial planning. The system enables users to specify requirements such as housing type (1BHK, 2BHK, 3BHK, Duplex, Villa), dimensions, and style preferences via a modern Django-based web interface. Gemini AI processes these inputs to generate optimized layouts by considering space utilization, and functional flow. These layouts are then transformed into realistic, interactive 3D models using Blender, allowing users to explore their prospective homes virtually. Simultaneously, the cost estimation module calculates material, labour, costs, producing downloadable reports that support informed decision-making and budget control. By unifying AI-driven design intelligence, real-time 3D modelling, and detailed cost breakdowns, Smart House Planner provides a comprehensive platform that enhances user engagement, reduces reliance on professional intervention, and democratizes access to architectural planning. This solution demonstrates how AI, visualization technologies, and web-based interfaces can transform the way individuals approach housing design, making the process more efficient, transparent, and accessible to both professionals and non-experts.

Despite the recognized importance of feedback in education, student satisfaction with the feedback process in medical and veterinary programs is often disappointing. We undertook various initiatives to try to improve the feedback culture in the final clinical year of the veterinary program at the University of Bristol, focusing on formative verbal feedback. The initiatives included E-mailed guidelines to staff and students, a faculty development workshop, and a reflective portfolio task for students. Following these initiatives, staff and students were surveyed regarding their perceptions of formative feedback in clinical rotations, and focus groups were held to further explore issues. The amount of feedback appeared to have increased, along with improved recognition of feedback by students and increased staff confidence and competence in the process. Other themes that emerged included inconsistencies in feedback among staff and between rotations; difficulties with giving verbal feedback to students, particularly when it relates to professionalism; the consequences of feedback for both staff and students; changes and challenges in students' feedback-seeking behavior; and the difficulties in providing accurate, personal end-of-rotation assessments. This project has helped improve the feedback culture within our clinics; the importance of sustaining and further developing the feedback culture is discussed in this article.

The aim of the study is to establish the degree of conformity of the usage of new and traditional media with codified general language and special norms as exemplified by the syntactic relations between a country name and the appellative ‘Republic’ in media texts. The scientific novelty lies in determining the features of compliance with special and codified norms when making names of states in traditional and new media texts, which will, in particular, clarify the specifics of the manifestation of the tendency to analytism at the syntactic level in the new conditions of communication. As a result, it was found that the predominant type of syntactic relation in the models ‘Republic + a toponym of the feminine gender ending in -ия, -ея or -а after a consonant’ is adjoinment in both traditional and new media. In new media, it represents not just the preferred, but the main type of relation. Compared to adjoinment, concord, which complies with the norms, is rather an exception. The choice of the type of relation and the manifestation of the tendency to analytism, in addition to the type of media resource, is influenced by the sphere of communication and the frequency of the toponym.

In this paper we present a method for sharing interactive and dynamic 3D models that are collaboration-unaware, i.e., models that have not been designed to be used by multiple users at the same time. This functionality is an essential requirement for the inclusion of arbitrary 3D models, as generated by standard CAD or animation software, into teleconferencing sessions. A key aim of this work is to show that a large part of the required functionality can be developed in a way so that it is reusable for other applications such as shared whiteboards or networked computer games. Our method therefore consists of both an application dependent part that handles the specific tasks required for sharing 3D models, and of a number of generic services such as synchronization, scalable support for latecomers, and the ability to record and replay sessions. The generic services are based on an abstract media model and the RTP/I application level protocol for distributed interactive media. Any other application for a medium that shares this model and that uses RTP/I may reuse these generic services. We have implemented a prototype called TeCo3D demonstrating the feasibility of our approach.

Utilizing the Fourth Dimension for Patient Education in Cardiovascular Surgery

Interactive 3D modeling in VR is both aided by immersive 3D input and hampered by model disjunct, tool-based or selection-action user interfaces. We propose a direct, signifier-based approach to the popular interactive technique of creating 3D models through a sequence of extrusion operations. Motivated by handles and signifiers that communicate the affordances of everyday objects, we define a set of design principles for an immersive, signifier-based modeling interface. We then present an interactive 3D modeling system where all modeling affordances are modelessly reachable and signified on the model itself.

In these days, 3D models are introduced as new digital contents such as video games and data material for 3D printer. The demand of 3D modeling for ordinary people has been increased. While using existed hand-held 3D modeling system, users have to estimate unmeasured area through a display. Also users have to terminate consequently modeling with watching a process of modeling [Fudono et al. 2005]. In this paper, we propose a novel modeling system which indicates route guidance by means of area limitation of modeling at the beginning. Owing to area limitation of modeling, users can obtain desired 3D model with watching effective route guide for measuring and automatic termination of modeling. Users can obtain desired 3D model easily and quickly

BackgroundEmpathy plays an important role in the interaction and communication with patients. Physicians’ empathy has various positive patients’ and physicians’ outcomes. Despite the inclusion of empathy in medical curricula and the relevance of empathy in general and physicians’ concept of it to medical care, there is no common definition of empathy in the clinical context: definitions tend to be abstract and we do not know enough about medical students’ conceptualization of clinical empathy. A clear and consensual definition of empathy is needed to be able to teach and measure empathy adequately. We aimed to explore German medical students’ views and understanding of (clinical) empathy.MethodsWe interviewed 24 students from the second half of the 3rd year and in their final clinical year (six female and male students in each subgroup) using a semi-structured interview guide. Interviews were digitally recorded and transcribed verbatim. We analysed the transcripts using thematic synthesis (Braun & Clarke).ResultsWe found three overarching themes: (1) empathy means perceiving and understanding patients’ needs and acting accordingly, (2) empathy as an interpersonal, intangible construct and (3) taking time for patients. Showing interests, impartiality and openness towards the patients as well as the need to take patients seriously, treating them with respect, having a holistic view on patients and generate some kind of closeness with patients are subthemes of the first overarching theme.ConclusionsAlthough it is often stated that the various existing definitions of empathy are abstract or far from practice, German medical students seem to have a good idea how to define empathy. Their definition resembles definitions known from the literature and used in education. Further research is needed to compare concepts of empathy of medical students from different countries and cultural backgrounds to inform research and teaching. It would also be interesting to investigate how concepts of empathy change over the course of study and affect perceptions of empathy in third party assessments.

The transition into the clinical environment is challenging and associated with significant stress and anxiety. This study aimed to examine the perspectives of students on the characteristics important for preparedness for clinical learning and the influence of gender, age, and graduate status on those perspectives. This descriptive, questionnaire-based study of 62 characteristics categorised into six themes was conducted within the Surrey School of Veterinary Medicine completed by 139 students commencing their final clinical year. The Friedman test and post-hoc Wilcoxon signed rank sum test explored for differences in ranking across the themes. Ordinal logistic regression and Mann-Whitney U pairwise comparisons were utilised to investigate for effects of gender, age, and graduate status on theme ranking. There was a significant difference (P <0.05) between medians for themes of preparedness characteristics with comparisons revealing willingness and communication and interaction as the most highly rated characteristics. Knowledge and understanding were viewed as the least important characteristic. Regression and pairwise Mann-Whitney U comparisons confirmed no significant effects (P >0.05) of gender, age or graduate status on student rating of preparedness characteristics. Integrating learning opportunities of those preparedness characteristics in the pre-clinical curriculum may improve students’ preparedness for the clinical environment.

Background/Goals: Supporting medical students entering their internships – the clinical clerkship and the internship “final clinical year” (Praktisches Jahr, PJ) – the seminars “Ready for Clerkship” and “Ready for PJ” were held for the first time in 2014 and continued successfully in 2015. These seminars are part of the “Magdeburg Curriculum for Healthcare Competence” (Magdeburger Curriculum zur Versorgungskompetenz, MCV). The concept comprises three main issues: “Understanding interdisciplinary clinical procedures”, “Interprofessional collaboration”, and “Individual cases and their reference to the system.” The aim of the seminar series is to prepare students as medical trainees for their role in the practice-oriented clinical clerkship and PJ, respectively.Methods: Quality assurance evaluations and didactic research are integral parts of the seminars. In preparation for the “Ready for PJ” seminar a needs assessment was conducted. The seminars were rated by the participants using an anonymized questionnaire consisting of a 5-choice Likert scale (ranging from 1=fully agree to 5=fully disagree) and spaces for comments that was generated by the evaluation software Evasys.Results: The results are presented for the preparatory seminars “Ready for Clerkship” and “Fit für PJ” held in 2014 and 2015. Overall, the students regarded the facultative courses as very good preparation for the clerkship as well as for the PJ. The three-dimensional main curricular concept of the MCV was recognized in the evaluation as a valuable educational approach. Interprofessional collaboration, taught by instructors focussing in teamwork between disciplines, was scored positively and highly valued.Conclusions: The “Magdeburg Curriculum for Healthcare Competence” (MCV) integrates clerkship and PJ in a framing educational concept and allows students a better appreciation of their role in patient care and the tasks that they will face. The MCV concept can be utilized in other practice-oriented phases (nursing internship, bed-side teaching, block internships).

Augmented Reality (AR) has emerged as a transformative technology with significant potential to enhance educational experiences. This Review provides an overview of recent advancements in the integration of Augmented Reality in education, exploring its applications, benefits, and challenges. Recent years have witnessed a growing interest in leveraging Augmented Reality to revolutionize traditional education methods. AR involves overlaying digital content onto the real-world environment, creating an interactive and immersive learning experience. This review explores the various ways in which AR is being applied in education, spanning diverse subjects and educational levels. Advancements in AR have introduced interactive textbooks, 3D models, and simulations, providing students with a more engaging and dynamic learning environment. AR-enhanced textbooks, for instance, can bring static images to life, offering interactive elements that deepen understanding and retention of complex concepts. Moreover, the use of AR in science, mathematics, and other STEM (Science, Technology, Engineering, and Mathematics) subjects has gained traction. Virtual experiments, interactive simulations, and 3D visualizations enable students to explore Review concepts in a hands-on manner, fostering a deeper comprehension of the subject matter. The benefits of integrating AR in education extend beyond traditional classroom settings. Remote and online learning platforms can leverage AR to create immersive virtual classrooms, allowing students to interact with digital content collaboratively. This can enhance the sense of presence and engagement in virtual learning environments. However, challenges such as the cost of implementing AR technology, access to compatible devices, and concerns about privacy and security must be addressed. Additionally, the need for teacher training in incorporating AR tools into pedagogy is crucial for successful integration. In conclusion, the integration of Augmented Reality in education represents a promising avenue for transforming the learning experience. Recent advancements demonstrate the potential of AR to make education more interactive, engaging, and accessible. As the technology continues to evolve, addressing challenges and promoting effective teacher training will be key to realizing the full benefits of AR in education.

The aim of this prospective study is to evaluate the students appearing for university examination in Orthodontic dentistry. A total of 150 students enrolled in this study from two consecutive academic sessions. In Group I (2015-2016) final year graduate students of 75 students received conventional class room lectures; group II (2016-2017) final year graduate students of 75 students received flipped class room lectures. The curriculums for both the groups were approved from the department of Orthodontic Dentistry, Saveetha Dental College and Committee Members for Education, Saveetha University. At the end of each academic year marks scored out of 200 marks were obtained and subjected to statistical analysis. All the students cleared the university examination held at respective academic years for both the groups. The mean marks obtained for CCR group was 130.93 ± 9.12 and for FCR group was 150.35 ± 10.93.). Independent samples test revealed there is highly significant difference seen (p &lt;0.01). In the recent year it was found that the flipped class system has gained a significant attention amongst all educators. The characteristic feature of flipped class system is that in flipped class they have videos &amp; clipping related to the subject. The students will be given the videos of the classes on the previous day of the class so that they can go through it &amp; will have a better idea regarding the topic &amp; it will even motivate them to even search &amp; know better of the topic. The only point is such that teachers have to spend a bit more extra time is creating the video’s related to the topics.

Research has shown that three-dimensional (3D) stereoscopic virtual anatomic models can help students understand the complex spatial relationships of human structures that are not easily accessible via dissection. For instance, the cerebral cortex is located within the cranial vault; however, it can be difficult to view the relationship between the cerebral cortex and skull via dissection. This project goes into discussing the creation of a 3D stereoscopic model of the cerebral cortex. The cerebral cortex model was segmented via Amira 5.6 software from computed tomography angiography (CTA) data. Amira 5.6 surface rendering methods were used to create the cerebral cortex, and volume rendering methods were used to create the skull. The segmentations were performed using the axial view and paintbrush tools in Amira 5.6 along with the Wacom pen and tablet. After completing the initial segmentation across 155 slides, the CTA scans were compiled in Amira 5.6 to create the 3D model of the cerebral cortex. A smoothing filter was then applied to the initial surface render of the cerebral cortex to smooth the transition from slide to slide. The cerebral cortex model generated can be viewed from any angle at any magnification level. In addition, the model can also be overlayed orthoslice CTA data to allow the user to have a stronger understanding of the relationship between each individual two-dimensional CTA image and the three-dimensional model. Moreover, the cerebral cortex virtual model can be created into video clips using the Amira 5.6 movie maker, which can be inserted into PowerPoint presentations. As a result, the cerebral cortex virtual model has the potential to be used for online distance anatomical learning, which has become the adopted method of teaching due to the COVID-19 pandemic. The flexibility of this model allows it to also be used in the classroom setting as a virtual learning tool where students may view the models via a 3D screen with 3D glasses.

The development of 3D technology allows the digitisation of cultural heritage objects. Despite the fact that 3D scanning technology is not fully developed, it offers great opportunities for recording spatial data. Three-dimensional digital recording can be made for museum exhibits as well as for historic architectural objects. The method used is a non-invasive (non-contact) method, which is a significant advantage when working with historic buildings. The use of 3D scanners makes it possible to reduce the risk of damage to the monument. The application of a safe method of 3D scanning facilitates digital archiving of objects, which gives many possibilities of their use. One of them is digital dissemination of three-dimensional models and even making replicas using 3D printing technology. These types of models make it possible to reach a wide audience. First of all, they provide access to monuments for people with special needs, who currently constitute over a dozen percent of the population. In particular, they are the elderly, sick or people with various types of disabilities, e.g. motionally or visually impaired people. Literature analysis as well as conversations with dysfunctional people show that 3D digitisation of cultural heritage objects is needed and expected. The article presents an example of the use of modern 3D technologies for the dissemination of cultural heritage on the example of objects from the area of the Silk Road. A two-track process of making small museum artefacts available is presented. The first track concerns making objects available in the form of interactive digital 3D models placed on websites. The second one uses real models printed in 3D technology, which can be made available to visually impaired people. The work discusses the course of joint activities to prepare these 3D models and specialised activities that are necessary to make both versions of 3D models for presentation on the web and for kinaesthetic cognition, i.e. by touch. The authors’ actions resulted in the preparation of 3D models of historic vessels from the turn of the 11th/12th centuries from the ancient city of Afrasiyab – a suburb of modern Samarkand in Uzbekistan.

Insects are the most diverse group of living organisms on Earth, but their small size and structural complexity make species identification a challenging task, especially for those with less experience in entomology. Accurate identification is essential for pest management decisions in agriculture. Traditional 2D resources, such as field guides and taxonomic keys, may exhibit limitations when depicting complex insect structures, as exemplified by the intricate morphology of insect mouthparts. This study explores the use of 3D models to enhance the learning experience in insect identification and morphology education. We developed an online course that incorporated interactive digital 3D models alongside instructional videos and assessments. Participants (N = 102), primarily undergraduate students in natural sciences, completed pre- and posttests to assess knowledge gains. Additionally, they completed a survey designed to evaluate learning satisfaction, self-efficacy, limitations of the learning tools, and to collect open-ended written feedback. A paired samples t-test revealed a significant increase in posttest scores compared to pretest scores (t = −17.71, P &amp;lt; 0.001). Most participants rated learning satisfaction and self-efficacy above 9 on a 0 to 10-point Likert scale survey. Participants highlighted the effectiveness of 3D models in species differentiation and morphological understanding. Feedback suggested potential improvements, including expanded insect coverage and interactive comparison tools. This study demonstrates that 3D models can significantly enhance insect morphology education, providing an engaging and effective learning tool for students and pest management professionals.