Objective Design 3D printed skull contoured brain biopsy guides (3D‐SCGs) from computed tomography (CT) or T1‐weighted magnetic resonance imaging (T1W MRI). Study Design Feasibility study. Sample Population Five beagle dog cadavers and two client‐owned dogs with brain tumors. Methods Helical CT and T1W MRI were performed on cadavers. Planned target point was the head of the caudate nucleus. Three‐dimensional‐SCGs were created from CT and MRI using commercially available open‐source software. Using 3D‐SCGs, biopsy needles were placed into the caudate nucleus in cadavers, and CT was performed to assess needle placement accuracy, followed by histopathology. Three‐dimensional‐SCGs were then created and used to perform in vivo brain tumor biopsies. Results No statistical difference was found between the planned target point and needle placement. Median needle placement error for all planned target points was 2.7 mm (range: 0.86–4.5 mm). No difference in accuracy was detected between MRI and CT‐designed 3D‐SCGs. Median needle placement error for the CT was 2.8 mm (range: 0.86–4.5 mm), and 2.2 mm (range: 1.7–2.7 mm) for MRI. Biopsy needles were successfully placed into the target in the two dogs with brain tumors and biopsy was successfully acquired in one dog. Conclusion Three‐dimensional‐SCGs designed from CT or T1W MRI allowed needle placement within 4.5 mm of the intended target in all procedures, resulting in successful biopsy in one of two live dogs. Clinical Significance This feasibility study justifies further evaluation of 3D‐SCGs as alternatives in facilities that do not have access to stereotactic brain biopsy.

Traditionally, there are three primary ways to learn anatomy outside the classroom. Books provide foundational knowledge but are limited in terms of object manipulation for deeper exploration. Three-dimensional (3D) software programs produced by companies including Biosphera, Sciencein3D, and Anatomage allow deeper exploration but are often costly, offered through restrictive licenses, or require expensive hardware. A new approach to teaching anatomy is to utilize virtual reality (VR) environments. The Virginia–Maryland College of Veterinary Medicine and University Libraries have partnered to create open education–licensed VR anatomical programs for students to freely download, access, and use. The first and most developed program is the canine model. After beta testing, this program was integrated into the first-year students’ physical examination labs in fall 2019. The VR program enabled students to walk through the VR dog model to build their conceptual knowledge of the location of certain anatomical features and then apply that knowledge to live animals. This article briefly discusses the history, pedagogical goals, system requirements, and future plans of the VR program to further enrich student learning experiences.Virtual Projects are published on an annual basis in the Journal of the Medical Library Association (JMLA) following an annual call for virtual projects in MLAConnect and announcements to encourage submissions from all types of libraries. An advisory committee of recognized technology experts selects project entries based on their currency, innovation, and contribution to health sciences librarianship.

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When developing instructional programs related to information literacy at a university, a logical audience to focus on is undergraduates. However, information literacy spans far beyond the traditional ability to find, access, evaluate, use, and properly cite information. It also encompasses the ability to evaluate the impact of scholarship, determine appropriate data-management practices, understand author rights, promote ethical use of scholarship, and maintain an awareness of changes in scholarly communication. Between 2010 and 2016 librarians at Virginia Tech have focused on developing programs to strengthen several of these information literacy skills across the continuum of students, faculty, and extension agents in the College of Agriculture and Life Sciences (CALS). Starting with undergraduates, traditional information literacy skills were incorporated into the two CALS First-Year Experience programs. A scientific writing workshop and online information literacy course were designed for CALS graduate students. Extension agents and faculty were introduced to both traditional and more advanced applications to explore how changes in the information landscape impacts their work. This paper will discuss how these librarians have partnered to create and promote these information literacy initiatives.

In 2012, University Libraries at Virginia Tech participated in this event for the first time to raise awareness of open access in general, and to promote services offered by the library for preserving and providing access to digital scholarship and research. By sharing our experiences and lessons learned coordinating a week-long series of lectures, panel sessions, workshops, and promotional activities, our intention is to encourage others to look for opportunities at their own institutions to share information about OA and the value and impact of open publishing