23. Impact of a Virtual 3D Caprine Stomach Model on Knowledge Acquisition of Ruminant Digestive Anatomy in Extension Education.

Abstract

The objective of this study was to evaluate the effectiveness of a 3D caprine stomach model as an educational tool for improving understanding of ruminant digestive anatomy in an applied Extension setting. This work responds to documented gaps in ruminant nutrition education identified in the 2025 Alabama Cooperative Extension System Needs Assessment and builds on a preservation and scanning protocol that produced a structurally intact and anatomically accurate stomach model with clear compartmental boundaries and textures. The model was incorporated into a short instructional video shown to participants during the 2026 NCBA CattleCon. A retrospective pre/post survey design was used, in which participants (n = 25) completed both pre- and post-knowledge items at the conclusion of the session. Knowledge was self-evaluated on a 100-point scale across five domains: rumen anatomy, movement, flow, texture, and nutrient absorption concepts. Overall knowledge increased from a pre-instruction mean of 65.8 (±11.0; ±95% CI) to 81.2 (±7.4; ±95% CI) post-instruction. A Wilcoxon signed-rank test was preformed to evaluate change in overall knowledge (P < 0.01) and for each individual domain (P < 0.01). Ruminant stomach anatomy scores increased from 71.4 (±10.8; ±95% CI) to 83.5 (±7.4; ±95% CI); rumen movement from 64.1 (±11.6; ±95% CI) to 80.5 (±8.5; ±95% CI); content flow from 62.1 (±12.4; ±95% CI) to 78.2 (±8.8; ±95% CI); compartment texture from 64.7 (±12.7; ±95% CI) to 84.2 (±7.1; ±95% CI); and nutrient absorption from 66.6 (±11.3; ±95% CI) to 79.8 (±8.1; ±95% CI). The mean change in score for each domain was 15.5 (±8.6; ±95% CI), indicating a meaningful improvement in participant understanding. Two questions were asked at the conclusion of the survey to assess participant knowledge of specific anatomical concepts. All participants (100%) correctly identified the number of stomach compartments, while 52% correctly identified the order of flow, suggesting that some concepts may require additional instructional emphasis. Learning preferences were also evaluated using a forced-ranking task. Responses showed a clear two-tier pattern. Hands-on learning (median rank = 1) and visual learning (median rank = 2) formed the top preference cluster, indicating strong participant alignment with active and image-based instructional approaches. Knowledge gains did not differ by gender (P = 0.75), age (P = 0.30), education (P = 0.36), or experience (P = 0.62), demonstrating that the intervention was effective across demographic groups. Results indicate that the 3D caprine stomach model is an effective educational tool for improving understanding of ruminant digestive anatomy in an applied extension environment. The model aligns with learner preferences for hands-on and visual modalities and addresses a documented need for improved ruminant nutrition education. This approach demonstrates the value of integrating anatomical preservation with 3D scanning to create scalable, accessible teaching tools for youth and adult audiences.