As educational technology advances, it is imperative that universities responsibly and appropriately adapt new approaches to enhance teaching and learning. Over a 6-month period, veterinary students at Ross University School of Veterinary Medicine (RUSVM) spearheaded the improvement of a proprietary prototype virtual interactive three-dimensional (3D), touch screen, canine anatomy table (APEX). Eight veterinary students with a grade of 80% or higher in their anatomy courses were hired as research assistants to identify and characterize 306 virtual anatomical structures. Descriptive statistics were used to assess students' (1) accuracy in reviewing assigned anatomical structures, and (2) perceptions surrounding the use of APEX as an educational anatomical tool. The overall accuracy rating was 3.73 on a 4-point scale, and students reported their experience as enjoyable (median 4 on a 5-point Likert scale) and beneficial to their knowledge of veterinary anatomy (median 4). In addition, 29 RUSVM faculty were surveyed on both the prototype APEX table as well as the student-improved version. Faculty agreement with utilization of APEX in RUSVM curriculum increased from Likert mean = 2.0 to a mean of 3.9 ( = < 0.001) between the two versions. Study results support the use of veterinary students to critically assess the development of anatomical educational tools for veterinary anatomy. Furthermore, students and faculty supported acceptance of technology in teaching and learning veterinary anatomy, and reported enjoyment and benefit of its use.
