The aim of the present study was to evaluate if 3D-printed lumbar vertebrae with ABS (Acrylonitrile Butadiene Styrene) and PLA (Polylactic Acid) filaments are equally effective in teaching bone anatomy when compared to the cadaveric lumbar vertebrae. In addition, we seek to verify the acceptance of these synthetic bones in teaching and clinical-surgical routine through the opinions of students, veterinarians, and tutors of canine patients. Two canine lumbar vertebrae (L4 and L5) will be obtained through the biological maceration of a cadaver. These bones will be submitted to the computed tomography scan, and through specific programs will be carried out the digital 3D reconstruction, in the course of which will be made the conversion to the format compatible with 3D printer of deposition of molten material. Two synthetic vertebrae will be produced, one with the ABS filament and the other with the PLA filament, both colorless to achieve a tone similar to the natural vertebra. For the comparison of bones, three closed questionnaires of "YES" or "NO" answers with different contents were elaborated. The first (Questionnaire 1) shall be for 400 students of every year of graduation (5 years) in veterinary medicine, 200 enrolled in the Veterinary Medicine Course of the Faculty of Agricultural and Veterinary Sciences at the Universidade Estadual Paulista, UNESP, Jaboticabal and 200 at the Universidade de Franca, UNIFRAN, Franca - SP. The second (Questionnaire 2) will be presented to 50 postgraduate students (residents, masters, and doctoral students) and professors from both Universities. The third (Questionnaire 3) will be directed to 50 tutors of dogs that are being treated and treated by any orthopedic/neurological condition in both Universities. The samples will be distributed in three large groups. Group of Students (GA, referring to Questionnaire 1), Group of Post-Graduates and Teachers (GP, referring to Questionnaire 2), and Group of Tutors (GT, referring to Questionnaire 3). For GA, subgroups will be made according to the year of graduation (5 years), (Subgroups GA1, GA2, GA3, GA4, GA5 respectively). For the Postgraduate and Teaching Group, there will also be four subgroups for the academic level of the participants, which is a subgroup for residents (GPR), one for students (GPM), one for doctoral students (GPDT) and the fourth for teachers (GPDO). The statistical analyzes will be made from nominal variables (frequency), proportional tests, and associations tests in contingency tables (chi-square or Fisher's test). A value of p <0.005 will be considered significant.
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