Comparison of Veterinary Student Understanding of Extrahepatic Portosystemic Shunts when Given a Pre-Lecture Activity of a Text-Only Narrative versus an Interactive Electronic Book.

This article examines the impact of using an interactive electronic book (e-book) versus a text-only narrative as pre-lecture learning tools for third-year veterinary medical students studying extrahepatic portosystemic shunts (EHPSS), a complex vascular anomaly. The study found no significant difference in post-lecture assessment scores between students who used the interactive e-book, which included 3D models, and those who used the text-only narrative, despite the e-book group spending more time on pre-lecture tasks. Interestingly, students in the text-only group were more likely to employ spatial visualization strategies, such as concept mapping or drawing, during generative learning activities than those in the e-book group. These findings suggest that while interactive e-books may increase engagement time, they do not necessarily enhance immediate learning outcomes compared to traditional text-based materials, highlighting the need for further research on effective teaching methods for complex anatomical concepts in veterinary education.