1
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Flaxman TE, Cooke CM, Miguel OX, Sheikh A, McInnes M, Duigenan S, Singh SS. The Value of Using Patient-Specific 3D-Printed Anatomical Models in Surgical Planning for Patients With Complex Multifibroid Uteri. JOURNAL OF OBSTETRICS AND GYNAECOLOGY CANADA 2024; 46:102435. [PMID: 38458270 DOI: 10.1016/j.jogc.2024.102435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Revised: 02/15/2024] [Accepted: 02/16/2024] [Indexed: 03/10/2024]
Abstract
OBJECTIVES To compare surgeon responses regarding their surgical plan before and after receiving a patient-specific three-dimensional (3D)-printed model of a patient's multifibroid uterus created from their magnetic resonance imaging. METHODS 3D-printed models were derived from standard-of-care pelvic magnetic resonance images of patients scheduled for surgical intervention for multifibroid uterus. Relevant anatomical structures were printed using a combination of transparent and opaque resin types. 3D models were used for 7 surgical cases (5 myomectomies, 2 hysterectomies). A staff surgeon and 1 or 2 surgical fellow(s) were present for each case. Surgeons completed a questionnaire before and after receiving the model documenting surgical approach, perceived difficulty, and confidence in surgical plan. A postoperative questionnaire was used to assess surgeon experience using 3D models. RESULTS Two staff surgeons and 3 clinical fellows participated in this study. A total of 15 surgeon responses were collected across the 7 cases. After viewing the models, an increase in perceived surgical difficulty and confidence in surgical plan was reported in 12/15 and 7/15 responses, respectively. Anticipated surgical time had a mean ± SD absolute change of 44.0 ± 47.9 minutes and anticipated blood loss had an absolute change of 100 ± 103.5 cc. 2 of 15 responses report a change in pre-surgical approach. Intra-operative model reference was reported to change the dissection route in 8/15 surgeon responses. On average, surgeons rated their experience using 3D models 8.6/10 for pre-surgical planning and 8.1/10 for intra-operative reference. CONCLUSIONS Patient-specific 3D anatomical models may be a useful tool to increase a surgeon's understanding of complex gynaecologic anatomy and to improve their surgical plan. Future work is needed to evaluate the impact of 3D models on surgical outcomes in gynaecology.
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Affiliation(s)
- Teresa E Flaxman
- Ottawa Hospital Research Institute, Department of Clinical Epidemiology, Ottawa, ON; University of Ottawa, Faculty of Medicine, Department of Radiology, Radiation Oncology and Medical Physics, Ottawa, ON
| | - Carly M Cooke
- University of Ottawa, Faculty of Medicine, Department of Obstetrics and Gynecology, Ottawa, ON
| | - Olivier X Miguel
- Ottawa Hospital Research Institute, Department of Clinical Epidemiology, Ottawa, ON
| | - Adnan Sheikh
- University of British Columbia, Faculty of Medicine, Department of Radiology, Vancouver, BC
| | - Matthew McInnes
- Ottawa Hospital Research Institute, Department of Clinical Epidemiology, Ottawa, ON; University of Ottawa, Faculty of Medicine, Department of Radiology, Radiation Oncology and Medical Physics, Ottawa, ON; The Ottawa Hospital, Department of Medical Imaging, Ottawa, ON
| | - Shauna Duigenan
- University of Ottawa, Faculty of Medicine, Department of Radiology, Radiation Oncology and Medical Physics, Ottawa, ON; The Ottawa Hospital, Department of Medical Imaging, Ottawa, ON
| | - Sukhbir Sony Singh
- Ottawa Hospital Research Institute, Department of Clinical Epidemiology, Ottawa, ON; University of Ottawa, Faculty of Medicine, Department of Obstetrics and Gynecology, Ottawa, ON; The Ottawa Hospital, Department of Obstetrics, Gynecology and Newborn Care, Ottawa, ON.
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2
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Renna JM, Sondereker KB, Cors CL, Chaszeyka SN, Keenan KN, Corigliano MR, Milgrom LA, Onyak JR, Hamad EJ, Stabio ME. From 2D slices to a 3D model: Training students in digital microanatomy analysis techniques through a 3D printed neuron project. ANATOMICAL SCIENCES EDUCATION 2024; 17:499-505. [PMID: 38379173 DOI: 10.1002/ase.2396] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Revised: 01/19/2024] [Accepted: 01/23/2024] [Indexed: 02/22/2024]
Abstract
The reconstruction of two-dimensional (2D) slices to three-dimensional (3D) digital anatomical models requires technical skills and software that are becoming increasingly important to the modern anatomist, but these skills are rarely taught in undergraduate science classrooms. Furthermore, learning opportunities that allow students to simultaneously explore anatomy in both 2D and 3D space are increasingly valuable. This report describes a novel learning activity that trains students to digitally trace a serially imaged neuron from a confocal stack and to model that neuron in 3D space for 3D printing. By engaging students in the production of a 3D digital model, this learning activity is designed to provide students a novel way to enhance their understanding of the content, including didactic knowledge of neuron morphology, technical research skills in image analysis, and career exploration of neuroanatomy research. Moreover, students engage with microanatomy in a way that starts in 2D but results in a 3D object they can see, touch, and keep. This discursive article presents the learning activity, including videos, instructional guides, and learning objectives designed to engage students on all six levels of Bloom's Taxonomy. Furthermore, this work is a proof of principle modeling workflow that is approachable, inexpensive, achievable, and adaptable to cell types in other organ systems. This work is designed to motivate the expansion of 3D printing technology into microanatomy and neuroanatomy education.
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Affiliation(s)
- Jordan M Renna
- Department of Biology, University of Akron, Akron, Ohio, USA
| | | | | | | | - Kristin N Keenan
- Department of Biology, University of Akron, Akron, Ohio, USA
- Lake Erie College of Osteopathic Medicine, Erie, Pennsylvania, USA
| | - Michael R Corigliano
- Modern Human Anatomy Program, Department of Cell and Developmental Biology, University of Colorado School of Medicine, Aurora, Colorado, USA
| | - Lindsey A Milgrom
- Modern Human Anatomy Program, Department of Cell and Developmental Biology, University of Colorado School of Medicine, Aurora, Colorado, USA
| | - Jessica R Onyak
- Department of Biology, University of Akron, Akron, Ohio, USA
| | - Edward J Hamad
- Department of Biology, University of Akron, Akron, Ohio, USA
| | - Maureen E Stabio
- Modern Human Anatomy Program, Department of Cell and Developmental Biology, University of Colorado School of Medicine, Aurora, Colorado, USA
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3
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Kapoor K. 3D visualization and printing: An "Anatomical Engineering" trend revealing underlying morphology via innovation and reconstruction towards future of veterinary anatomy. Anat Sci Int 2024; 99:159-182. [PMID: 38236439 DOI: 10.1007/s12565-023-00755-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Accepted: 12/14/2023] [Indexed: 01/19/2024]
Abstract
The amalgamation of veterinary anatomy, technology and innovation has led to development of latest technological advancement in the field of veterinary medicine, i.e., three-dimensional (3D) imaging and reconstruction. 3D visualization technique followed by 3D reconstruction has been proven to enhance non-destructive 3D visualization grossly or microscopically, e.g., skeletal muscle, smooth muscle, ligaments, cartilage, connective tissue, blood vessels, nerves, lymph nodes, and glands. The core aim of this manuscript is to document non-invasive 3D visualization methods being adopted currently in veterinary anatomy to reveal underlying morphology and to reconstruct them by 3D softwares followed by printing, its applications, current challenges, trends and future opportunities. 3D visualization methods such as MRI, CT scans and micro-CT scans are utilised in revealing volumetric data and underlying morphology at microscopic levels as well. This will pave a way to transform and re-invent the future of teaching in veterinary medicine, in clinical cases as well as in exploring wildlife anatomy. This review provides novel insights into 3D visualization and printing as it is the future of veterinary anatomy, thus making it spread to become the plethora of opportunities for whole veterinary science.
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Affiliation(s)
- Kritima Kapoor
- Department of Veterinary Anatomy, College of Veterinary Science, Guru Angad Dev Veterinary and Animal Sciences University, Ludhiana, 141004, Punjab, India.
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4
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Hussain I, Dsouza C, Yip SWL, Flynn M, Rashid MA. #Anatomynotes: A temporal content analysis of anatomy education posts on Instagram. ANATOMICAL SCIENCES EDUCATION 2024; 17:227-238. [PMID: 37943092 DOI: 10.1002/ase.2356] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 10/19/2023] [Accepted: 10/26/2023] [Indexed: 11/10/2023]
Abstract
Social media platforms such as Instagram are becoming increasingly popular sources for students to access anatomy educational resources. This review used content analysis to examine posts under the hashtag #anatomynotes and is the first to map the characteristics of anatomy education posts on Instagram and determine any temporal changes. Sample posts were gathered from April 2019 and April 2021 and categorized according to the technical format, purpose and author credentials. Engagement was recorded in the form of likes and comments. Overall, posts depicting illustrations remained the most popular format within both time periods. Three-dimensional models saw an increase in popularity with a 62.5% rise. Students remained the most common author type throughout and increased further in 2021 by 25%. Clinician authors and posts focusing on clinical education also increased in 2021 by 17.9% and 227%, respectively. Humor-based posts saw the greatest increase among the post purposes, with 1000% more recorded in 2021. Engagement overall saw a decline with notably significant reductions in average likes per post among all text-based posts (-72%, p < 0.0001), all illustrative posts (-51%, p = 0.0013), and a decline in the presence of comments among all text-based posts (-65.1%, p = 0.0158). These findings highlight that Instagram is a popular platform for facilitating near-peer teaching while increasingly providing a space where students and clinicians can interact. Additionally, it highlights the benefits of the platform for visually focused learners. However, future research should seek to determine whether Instagram can facilitate deeper learning and have an impact on academic and clinical performance.
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Affiliation(s)
| | - Ciana Dsouza
- Medical School, King's College London, GKT School of Medical Education, London, UK
| | | | - Matthew Flynn
- Medical School, University College London, London, UK
| | - Mohammed Ahmed Rashid
- Centre for International Medical Education Collaborations, University College London Medical School, London, UK
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5
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Previdelli RL, Boardman E, Frill M, Frean S, Channon SB. Supporting collaborative dissection through the development of an online wiki positively impacts the learning of veterinary anatomy. ANATOMICAL SCIENCES EDUCATION 2024; 17:88-101. [PMID: 37555630 DOI: 10.1002/ase.2324] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2022] [Revised: 07/12/2023] [Accepted: 07/21/2023] [Indexed: 08/10/2023]
Abstract
An innovative series of dissections of the canine abdomen was created to facilitate social distancing in the dissection room following COVID-19 restrictions imposed in the UK. In groups of six, first-year veterinary students took turns dissecting selected parts of the canine abdomen while maintaining social distancing and documenting their work with video and photographs. Here, students learned about the canine abdominal anatomy by dissecting, recording the dissections of others in their group, and compiling the recorded material into a collaborative electronic media portfolio (Wiki). An online formative multiple-choice test was created to test students' knowledge of the canine abdominal anatomy. The result analysis showed that although students achieved the learning outcomes only by studying the Wiki, they had better performance in the anatomical areas where they learned through the dissection (p < 0.05). Student performance was very similar in the areas in which they were present in the dissection room and participated in recording the dissection compared with the areas that they effectively dissected (p > 0.05). A qualitative thematic analysis was developed to understand students' opinions via their feedback on this dissection approach. Our results showed that student collaboration and the development of practical skills were the most valued aspects of this dissection teaching initiative. Moreover, these results show that developing a group Wiki has a positive impact on student achievement of learning objectives, with a practical hands-on dissection being fundamental for the optimal learning of the canine abdominal anatomy.
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Affiliation(s)
- Renato L Previdelli
- Department of Comparative Biomedical Sciences, Royal Veterinary College, London, UK
| | - Emma Boardman
- Department of Comparative Biomedical Sciences, Royal Veterinary College, London, UK
| | - Michael Frill
- Department of Comparative Biomedical Sciences, Royal Veterinary College, London, UK
| | - Stephen Frean
- Department of Comparative Biomedical Sciences, Royal Veterinary College, London, UK
| | - Sarah B Channon
- Department of Comparative Biomedical Sciences, Royal Veterinary College, London, UK
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6
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de Lima P, Silva RSE, Guedert DG, Mesquita ÉS, Ramos VS, Firmiano BDPX, Nunes Cavalcanti CV, Domingos ILDS, Silva PGDB, Gondim DV, Vale ML. Through the fingers: Use of plastinated anatomical specimens for visually impaired students. ANATOMICAL SCIENCES EDUCATION 2024; 17:139-146. [PMID: 37658658 DOI: 10.1002/ase.2332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 08/12/2023] [Accepted: 08/15/2023] [Indexed: 09/03/2023]
Abstract
The plastination technique produces non-toxic human tissues, ensuring their safe handling in educational settings. This investigation aimed to understand if visually impaired students profit from the use of plastinated anatomical specimens in learning the anatomy of the nervous system. For this purpose, their learning performance was compared to sighted and blindfolded students recruited from three primary schools in Fortaleza city, in the state of Ceará. Initially, a questionnaire was applied before carrying out the pedagogical practice, followed by an anatomy lecture with practical components with the use of plastinated anatomical specimens and synthetic anatomical models of the nervous system. After these steps, the students answered the questionnaire previously applied. Our results showed that the tactile perception of the visually impaired participants was significantly more developed compared to sighted (p < 0.001) and the blindfolded (p < 0.0001) students. The average of correct answers in the reapplied questionnaire was higher in the groups that used plastinated specimens (p < 0.05). In conclusion, the use of plastinated specimens has proven to be an effective tool in promoting a better understanding of anatomical structures, mainly for students with or without visual impairments, making it a valuable asset in anatomy teaching.
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Affiliation(s)
- Paola de Lima
- Postgraduate Program in Morphofunctional Sciences, Faculty of Medicine, Department of Morphology, Federal University of Ceará, Fortaleza, Brazil
- Department of Medicine, University Center for the Development of Alto Vale do Itajaí, Rio do Sul, Brazil
| | - Renata Souza E Silva
- Postgraduate Program in Morphofunctional Sciences, Faculty of Medicine, Department of Morphology, Federal University of Ceará, Fortaleza, Brazil
| | - Denis Guilherme Guedert
- Postgraduate Program in Morphofunctional Sciences, Faculty of Medicine, Department of Morphology, Federal University of Ceará, Fortaleza, Brazil
- Department of Medicine, University Center of Brusque, Brusque, Brazil
| | - Érica Silva Mesquita
- Faculty of Pharmacy, Dentistry and Nursing, Federal University of Ceará, Fortaleza, Brazil
| | - Vitória Sousa Ramos
- Faculty of Pharmacy, Dentistry and Nursing, Federal University of Ceará, Fortaleza, Brazil
| | | | | | | | - Paulo Goberlânio de Barros Silva
- Faculty of Pharmacy, Dentistry and Nursing, Federal University of Ceará, Fortaleza, Brazil
- Department of Dentistry, Centro Universitário Christus Fortaleza, Fortaleza, Brazil
| | - Delane Viana Gondim
- Postgraduate Program in Morphofunctional Sciences, Faculty of Medicine, Department of Morphology, Federal University of Ceará, Fortaleza, Brazil
| | - Mariana Lima Vale
- Postgraduate Program in Morphofunctional Sciences, Faculty of Medicine, Department of Morphology, Federal University of Ceará, Fortaleza, Brazil
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7
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Rocha-Martínez N, López-Ordaz R, Rendón-Franco E, Muñoz-García CI. 3D wildlife skull models for wildlife veterinary training. ANATOMICAL SCIENCES EDUCATION 2023; 16:1073-1078. [PMID: 37477190 DOI: 10.1002/ase.2321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Revised: 06/15/2023] [Accepted: 07/08/2023] [Indexed: 07/22/2023]
Abstract
Wildlife veterinarians are necessary for zoonotic diseases and species loss management, and there is a rising interest to enroll at veterinary schools with the wish to work in zoo and wildlife medicine. However, teaching wildlife is challenging due to the difficulty faced by universities to work with wild animal specimens. The aim of the present was to evaluate the understanding efficiency of some anatomical and behavioral aspects using 3D printed models of four wildlife species skulls, the kinkaju (Potos flavus), the white-nosed coati (Nasua narica), the northern anteater (Tamandua mexicana), and the nine-banded armadillo (Dasypus novemcinctus). This study was performed on 85 third-year veterinary students, divided into an experimental and a control group, who used and not used 3D printed skulls, respectively. Results show that the experimental group shows higher scores, in three of the four variables evaluated, than the control group. Then, 3D wildlife printed skulls constitute a promising teaching tool for veterinary students. In fact, it may be as good as real skulls, since new 3D printers can print on high endurance and firmness stock with high accuracy at reduced costs. In this context, it is important to encourage its use for the training of new generations and keep professionals up to date.
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Affiliation(s)
- Nadia Rocha-Martínez
- Maestría en Ecología Aplicada, Universidad Autónoma Metropolitana-Xochimilco, Mexico City, Mexico
| | - Reyes López-Ordaz
- Departamento de Producción Agrícola y Animal, Universidad Autónoma Metropolitana-Xochimilco, Mexico City, Mexico
| | - Emilio Rendón-Franco
- Departamento de Producción Agrícola y Animal, Universidad Autónoma Metropolitana-Xochimilco, Mexico City, Mexico
| | - Claudia I Muñoz-García
- Departamento de Producción Agrícola y Animal, Universidad Autónoma Metropolitana-Xochimilco, Mexico City, Mexico
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8
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Pereda-Nuñez A, Manresa M, Webb SS, Pineda B, Espuña M, Ortega M, Rodríguez-Baeza A. Pelvic + Anatomy: A new interactive pelvic anatomy model. Prospective randomized control trial with first-year midwife residents. ANATOMICAL SCIENCES EDUCATION 2023; 16:843-857. [PMID: 37312278 DOI: 10.1002/ase.2304] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2022] [Revised: 05/12/2023] [Accepted: 05/15/2023] [Indexed: 06/15/2023]
Abstract
Detailed knowledge of female pelvic floor anatomy is essential for midwifery and other professionals in obstetrics. Physical models have shown great potential for teaching anatomy and enhancing surgical skills. In this article, we introduce an innovative physical anatomy model called "Pelvic+" to teach anatomical relationships in the female pelvis. The Pelvic+ model's value was compared to a traditional lecture in 61 first-year midwifery students randomly allocated to either the Pelvic+ (n = 30) or a control group (n = 32). The primary outcome measure was a quiz comprised of 15 multiple choice questions on pelvic anatomy. Participants were assessed at baseline (Pre-Test), upon completion of the intervention (Post-Test1) and 4 months afterward (Post-Test2). Satisfaction with the approach was assessed at Post-Test1. Increase in knowledge was greater and the approach more accepted among resident midwives when Pelvic+ was used instead of standard lectures. Four months after the intervention, the improvement in knowledge was preserved in the Pelvic+ group. This randomized study demonstrates that the Pelvic+ simulator is more effective than classical learning for pelvic anatomy education, and offers a higher level of satisfaction among students during the educational process. Medical students training in obstetrics and gynecology, or any professional who specializes in the female pelvic floor might also benefit from incorporation of the Pelvic+ model into their training program.
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Affiliation(s)
- Ana Pereda-Nuñez
- Gynaecology and Obstetrics Service, Hospital General of Granollers, Barcelona, Spain
| | - Margarita Manresa
- Department of Maternal Fetal Medicine, Hospital Clinic of Barcelona, Barcelona, Spain
| | | | | | - Montserrat Espuña
- Department of Maternal Fetal Medicine, Hospital Clinic of Barcelona, Barcelona, Spain
| | - Marisa Ortega
- Institut Medicina Legal i Ciències Forenses de Catalunya (IMLCFC), Department of Morphological Sciences of School of Medicine, UAB, Barcelona, Spain
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9
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Yang MY, Tseng HC, Liu CH, Tsai SY, Chen JH, Chu YH, Li ST, Lee JJ, Liao WC. Effects of the individual three-dimensional printed craniofacial bones with a quick response code on the skull spatial knowledge of undergraduate medical students. ANATOMICAL SCIENCES EDUCATION 2023; 16:858-869. [PMID: 36905326 DOI: 10.1002/ase.2269] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Revised: 03/06/2023] [Accepted: 03/06/2023] [Indexed: 06/18/2023]
Abstract
Understanding the three-dimensional (3D) structure of the human skull is imperative for medical courses. However, medical students are overwhelmed by the spatial complexity of the skull. Separated polyvinyl chloride (PVC) bone models have advantages as learning tools, but they are fragile and expensive. This study aimed to reconstruct 3D-printed skull bone models (3D-PSBs) using polylactic acid (PLA) with anatomical characteristics for spatial recognition of the skull. Student responses to 3D-PSB application were investigated through a questionnaire and tests to understand the requirement of these models as a learning tool. The students were randomly divided into 3D-PSB (n = 63) and skull (n = 67) groups to analyze pre- and post-test scores. Their knowledge was improved, with the gain scores of the 3D-PSB group (50.0 ± 3.0) higher than that of the skull group (37.3 ± 5.2). Most students agreed that using 3D-PSBs with quick response codes could improve immediate feedback on teaching (88%; 4.41 ± 0.75), while 85.9% of the students agreed that individual 3D-PSBs clarified the structures hidden within the skull (4.41 ± 0.75). The ball drop test revealed that the mechanical strength of the cement/PLA model was significantly greater than that of the cement or PLA model. The prices of the PVC, cement, and cement/PLA models were 234, 1.9, and 10 times higher than that of the 3D-PSB model, respectively. These findings imply that low-cost 3D-PSB models could revolutionize skull anatomical education by incorporating digital technologies like the QR system into the anatomical teaching repertoire.
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Affiliation(s)
- Mao-Yi Yang
- Department of Medical Education, Changhua Christian Hospital, Changhua City, Taiwan
- Department of Orthopedic Surgery, Shin Kong Wu Ho-Su Memorial Hospital, Taipei, Taiwan
| | - Hsien-Chun Tseng
- Department of Radiation Oncology, Chung Shan Medical University Hospital, Taichung, Taiwan
- Department of Radiation Oncology, School of Medicine, Chung Shan Medical University, Taichung, Taiwan
| | - Chiung-Hui Liu
- Ph.D. Program in Tissue Engineering and Regenerative Medicine, College of Medicine, National Chung Hsing University, Taichung, Taiwan
- Department of Post-Baccalaureate Medicine, College of Medicine, National Chung Hsing University, Taichung, Taiwan
| | - Shao-Yu Tsai
- Department of Anatomy, Faculty of Medicine, Chung Shan Medical University, Taichung, Taiwan
| | - Jyun-Hsiung Chen
- Department of Anatomy, Faculty of Medicine, Chung Shan Medical University, Taichung, Taiwan
| | - Yin-Hung Chu
- Ph.D. Program in Tissue Engineering and Regenerative Medicine, College of Medicine, National Chung Hsing University, Taichung, Taiwan
| | - Shao-Ti Li
- Department of Radiation Oncology, Chung Shan Medical University Hospital, Taichung, Taiwan
| | - Jian-Jr Lee
- Faculty of Medicine, School of Medicine, China Medical University, Taichung, Taiwan
- Department of Plastic & Reconstruction Surgery, China Medical University Hospital, Taichung, Taiwan
| | - Wen-Chieh Liao
- Ph.D. Program in Tissue Engineering and Regenerative Medicine, College of Medicine, National Chung Hsing University, Taichung, Taiwan
- Department of Post-Baccalaureate Medicine, College of Medicine, National Chung Hsing University, Taichung, Taiwan
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10
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Blázquez-Llorca L, Morales de Paz L, Martín-Orti R, Santos-Álvarez I, Fernández-Valle ME, Castejón D, García-Real MI, Salgüero-Fernández R, Pérez-Lloret P, Moreno N, Jiménez S, Herrero-Fernández MJ, González-Soriano J. The Application of 3D Anatomy for Teaching Veterinary Clinical Neurology. Animals (Basel) 2023; 13:ani13101601. [PMID: 37238031 DOI: 10.3390/ani13101601] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2023] [Revised: 04/29/2023] [Accepted: 05/03/2023] [Indexed: 05/28/2023] Open
Abstract
Neuroanatomy is always a challenging topic for veterinary students. It is widely accepted that understanding the anatomy of the central nervous system (CNS) is essential to explain many of the pathological processes that affect the brain. Although its study has varied over time to achieve this goal, in human and veterinary medicine it is difficult to find a teaching method that associates normal anatomy with pathological alterations of the brain. For the first time, we have created an educational tool that combines neuroanatomy and neuropathology, using different magnetic resonance (MR) images as a basis and EspINA software as analyzer, to obtain segmented structures and 3D reconstructions of the dog brain. We demonstrate that this combination is an optimal tool to help anatomists to understand the encephalon, and additionally to help clinicians to recognize illness including a multitude of neurological problems. In addition, we have tried to see whether photogrammetry, which is a common technique in other sciences, for example geology, could be useful to teach veterinary neuroanatomy. Although we still need further investigations, we have been able to generate 3D reconstructions of the whole brain, with very promising results to date.
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Affiliation(s)
- Lidia Blázquez-Llorca
- Departamento de Anatomía y Embriología, Sección Departamental de Anatomía y Embriología (Veterinaria), Facultad de Veterinaria, Universidad Complutense de Madrid, Avenida Puerta de Hierro s/n, 28040 Madrid, Spain
| | - Lubna Morales de Paz
- Departamento de Anatomía y Embriología, Sección Departamental de Anatomía y Embriología (Veterinaria), Facultad de Veterinaria, Universidad Complutense de Madrid, Avenida Puerta de Hierro s/n, 28040 Madrid, Spain
| | - Rosario Martín-Orti
- Departamento de Anatomía y Embriología, Sección Departamental de Anatomía y Embriología (Veterinaria), Facultad de Veterinaria, Universidad Complutense de Madrid, Avenida Puerta de Hierro s/n, 28040 Madrid, Spain
| | - Inmaculada Santos-Álvarez
- Departamento de Anatomía y Embriología, Sección Departamental de Anatomía y Embriología (Veterinaria), Facultad de Veterinaria, Universidad Complutense de Madrid, Avenida Puerta de Hierro s/n, 28040 Madrid, Spain
| | - María E Fernández-Valle
- ICTS Bioimagen Complutense, Universidad Complutense de Madrid, Paseo de Juan XXIII 1, 28040 Madrid, Spain
| | - David Castejón
- ICTS Bioimagen Complutense, Universidad Complutense de Madrid, Paseo de Juan XXIII 1, 28040 Madrid, Spain
| | - María I García-Real
- Departamento de Medicina y Cirugía, Facultad de Veterinaria, Universidad Complutense de Madrid, Avenida Puerta de Hierro s/n, 28040 Madrid, Spain
| | - Raquel Salgüero-Fernández
- Departamento de Medicina y Cirugía, Facultad de Veterinaria, Universidad Complutense de Madrid, Avenida Puerta de Hierro s/n, 28040 Madrid, Spain
- Hospital Veterinario Veterios, Calle Arrastaria, 23, 28022 Madrid, Spain
| | - Pilar Pérez-Lloret
- Departamento de Anatomía y Embriología, Sección Departamental de Anatomía y Embriología (Veterinaria), Facultad de Veterinaria, Universidad Complutense de Madrid, Avenida Puerta de Hierro s/n, 28040 Madrid, Spain
| | - Nerea Moreno
- Departamento de Biología Celular, Facultad de Biología, Universidad Complutense de Madrid, Avenida José Antonio Novais 12, 28040 Madrid, Spain
| | - Sara Jiménez
- Departamento de Biología Celular, Facultad de Biología, Universidad Complutense de Madrid, Avenida José Antonio Novais 12, 28040 Madrid, Spain
| | - María J Herrero-Fernández
- Departamento de Mineralogía y Petrología, Facultad de Geología, Universidad Complutense, Avenida José Antonio Novais 12, 28040 Madrid, Spain
| | - Juncal González-Soriano
- Departamento de Anatomía y Embriología, Sección Departamental de Anatomía y Embriología (Veterinaria), Facultad de Veterinaria, Universidad Complutense de Madrid, Avenida Puerta de Hierro s/n, 28040 Madrid, Spain
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Means K, Voges A, Ritter NL. Students with access to 3D study materials are better able to translate spatial relationships between abdominal organs and correctly interpret abnormal radiographic images. Vet Radiol Ultrasound 2023; 64:521-529. [PMID: 36719037 DOI: 10.1111/vru.13217] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2021] [Revised: 03/08/2022] [Accepted: 03/22/2022] [Indexed: 02/01/2023] Open
Abstract
Previous studies have demonstrated evidence that three-dimensional (3D) visualization techniques can be helpful as learning tools. This prospective randomized control study was designed to test the hypothesis that 3D learning tools would have improved translation into interpreting normal and abnormal canine abdominal radiographic images over traditional learning tools. Sagittal and dorsal plane 3D image scenes were created from CT scans, with canine abdominal organs labeled using virtual reality and 3D visualization software tools. Eighty students from the first- and second-year veterinary classes at a single institution participated in the study. The control group studied canine abdominal anatomy from a textbook and the experimental group studied canine abdominal anatomy using the 3D learning tools for a set time. Each participant then took a three-part written examination to assess their learning for the following categories: 3D anatomy organ identification, radiographic anatomy organ identification of normal structures and radiographic anatomy organ identification of abnormal structures. All participants were also asked to identify the sex of the test patient from the 3D study. Participants from the experimental group performed statistically better than participants in the control group for all parts of the examination, with the exception of normal radiographic anatomy.
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Affiliation(s)
- Kari Means
- Large Animal Hospital, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Andra Voges
- Large Animal Clinical Sciences, Texas A&M College of Veterinary Medicine & Biomedical Sciences, College STation, Texas, USA
| | - Nicola L Ritter
- Veterinary Integrative Biosciences, Texas A&M College of Veterinary Medicine & Biomedical Sciences, College Station, Texas, USA
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12
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Yang JX, DeYoung V, Xue Y, Nehru A, Hildebrand A, Brewer-Deluce D, Wainman B. Size matters! Investigating the effects of model size on anatomy learning. ANATOMICAL SCIENCES EDUCATION 2023; 16:415-427. [PMID: 36457242 DOI: 10.1002/ase.2233] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2021] [Revised: 11/04/2022] [Accepted: 11/09/2022] [Indexed: 05/11/2023]
Abstract
Three-dimensional (3D) scanning and printing technology has allowed for the production of anatomical replicas at virtually any size. But what size optimizes the educational potential of 3D printing models? This study systematically investigates the effect of model size on nominal anatomy learning. The study population of 380 undergraduate students, without prior anatomical knowledge, were randomized to learn from two of four bone models (either vertebra and pelvic bone [os coxae], or scapula and sphenoid bone), each model 3D printed at 50%, 100%, 200%, and either 300% or 400% of normal size. Participants were then tested on nominal anatomy recall on the respective bone specimens. Mental rotation ability and working memory were also assessed, and opinions regarding learning with the various models were solicited. The diameter of the rotational bounding sphere for the object ("longest diameter") had a small, but significant effect on test score (F(2,707) = 17.15, p < 0.05, R2 = 0.046). Participants who studied from models with a longest diameter greater than 10 cm scored significantly better than those who used models less than 10 cm, with the exception of the scapula model, on which performance was equivalent across all sizes. These results suggest that models with a longest diameter beyond 10 cm are unlikely to incur a greater size-related benefit in learning nominal anatomy. Qualitative feedback suggests that there also appear to be inherent features of bones besides longest diameter that facilitate learning.
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Affiliation(s)
- Jack X Yang
- Department of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
- Schulich School of Medicine - Windsor Campus, Western University, Windsor, Ontario, Canada
| | - Veronica DeYoung
- Department of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Yuanxin Xue
- Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Amit Nehru
- Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Alexandra Hildebrand
- Michael G. DeGroote School of Medicine, McMaster University, Hamilton, Ontario, Canada
| | - Danielle Brewer-Deluce
- School of Kinesiology, Faculty of Health Sciences, Western University, London, Ontario, Canada
| | - Bruce Wainman
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
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13
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Canright A, Bescoby S, Dickson J. Evaluation of a 3D Computer Model of the Equine Paranasal Sinuses as a Tool for Veterinary Anatomy Education. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023; 50:234-242. [PMID: 35324419 DOI: 10.3138/jvme-2021-0134] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Detailed knowledge of anatomical systems is vital for clinical veterinary practice. However, students often find it difficult to transfer skills learned from textbooks to real-life practice. In this study, a three-dimensional computer model representing equine paranasal sinus anatomy (3D-ESM) was created and evaluated for its contribution to student understanding of the 3D dynamic nature of the system. Veterinary students and equine professionals at the University of Bristol were randomly allocated into experimental (3D model) and control (2D lecture) groups. A pre-/post-study design was used to evaluate the efficacy of the 3D model through a pre-/post-multiple-choice question (MCQ) anatomical knowledge exam and a pre-/post-questionnaire gathering information on participant demographics, confidence, and satisfaction. No statistically significant difference was found between 3D and 2D groups' post-MCQ exam scores (t39 = 1.289, p = .205). 3D group participant feedback was more positive than 2D group feedback, and 3D group satisfaction scores on Likert questions were significantly higher (t118 = -5.196, p < .001). Additionally, confidence scores were significantly higher in the 3D group than in the 2D group immediately following the study (p < .05). Participants' open-text responses indicated they found the 3D model helpful in learning the complex anatomy of the equine paranasal sinuses. Findings suggest the 3D-ESM is an effective educational tool that aids in confidence, enjoyment, and knowledge acquisition. Though it was not better than traditional methods in terms of anatomy knowledge exam scores, the model is a valuable inclusion into the veterinary anatomy curriculum.
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Affiliation(s)
| | | | - Julie Dickson
- University of Bristol, Langford House, Langford, Bristol BS40 5DU UK
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14
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Vandenbossche V, Valcke M, Willaert W, Audenaert E. From bones to bytes: Do manipulable 3D models have added value in osteology education compared to static images? MEDICAL EDUCATION 2023; 57:359-368. [PMID: 36453018 DOI: 10.1111/medu.14993] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Revised: 11/14/2022] [Accepted: 11/25/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Over the past few years, anatomy education has been revolutionized through digital media, resulting in innovative computer-based 3D models to supplement or even replace traditional learning materials. However, the added value of these models in terms of learning performance remains unclear. Multiple mechanisms may contribute to the inconclusive findings. This study focusses on the impact of active manipulation on learning performance and the influence that posttest design features may have on the outcome measurement. METHODS Participants were randomly assigned to one of two research conditions: studying on the base of a computer-based manipulable pelvic bone model versus online static images of the same model. Pretests focused on students' baseline anatomy knowledge and spatial ability. Three knowledge posttests were administered: a test based on a physical pelvic bone model, and two computer-based tests based on static images and a manipulable model. Mental effort was measured with the Paas mental effort rating scale. RESULTS In the static images-based posttest, significantly higher knowledge scores were attained by participants studying in the static images research condition (p = 0.043). No other significant knowledge-related differences could be observed. In the manipulable model-based posttest, spatial ability rather than the research condition seemed to have an influential role on the outcome scores (r = 0.18, p = 0.049). Mental effort scores reflected no difference between both research conditions. CONCLUSION The research results are counter-intuitive, especially because no significant differences were found in the physical model-based posttest in students who studied with the manipulable model. Explaining the results builds on differences in anatomical models requiring less or more active manipulation to process spatial information. The pelvic bone manipulable model, and by extension osteology models, might be insufficiently complex to provide added value compared with static images. Moreover, the posttest modality should be chosen with care since spatial ability rather than anatomy knowledge may be measured.
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Affiliation(s)
| | - Martin Valcke
- Department of Educational Studies, Ghent University, Ghent, Belgium
| | - Wouter Willaert
- Department of Human Structure and Repair, Ghent University, Ghent, Belgium
| | - Emmanuel Audenaert
- Department of Human Structure and Repair, Ghent University, Ghent, Belgium
- Department of Orthopedic Surgery and Traumatology, Ghent University Hospital, Ghent, Belgium
- Department of Trauma and Orthopedics, Addenbrooke's Hospital, Cambridge University Hospitals NHS Foundation Trust, Cambridge, UK
- Department of Electromechanics, Op3Mech Research Group, University of Antwerp, Antwerp, Belgium
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15
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Karaca Bozdağ Z, Çandır B, Gayretli Ö, Arı Z. A survey-based research of medical faculty students' experiences on anatomy education during the Covid-19 pandemic process. Morphologie 2023; 107:12-21. [PMID: 35184941 PMCID: PMC8806146 DOI: 10.1016/j.morpho.2022.01.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2021] [Revised: 01/27/2022] [Accepted: 01/28/2022] [Indexed: 10/27/2022]
Abstract
PURPOSE In this study, the purpose was to uncover the views of medical students about online anatomy education adopted during the COVID-19 pandemic period. It was also aimed to determine whether medical school students found online education suitable for anatomy lectures and which materials they desired to use during teaching anatomy practice lectures in this process. METHODS A survey form that was prepared with the Google Survey application was administered to the Medical Faculty Term 1 and 2 students who received anatomy courses at Istanbul Yeni Yüzyıl University in the spring semester of the 2019-2020 academic year. RESULTS A total of 180 students, 53.89% of whom were 1st graders and 46.11% 2nd graders participated in the study, and 43.89% of the students stated that they found online education suitable for anatomy theoretical courses, and 12.78% for anatomy practice courses. Also, 43.75% of Term 1 and 41.77% of Term 2 students stated that the pandemic negatively affected the teaching of anatomy theoretical courses. It was found that students considered that anatomy practice courses were more affected by the pandemic before and during the pandemic (P<0.001). CONCLUSIONS This study uncovered that the pandemic process negatively affected anatomy education and students made more use of face-to-face education. We believe that the results obtained in the study will shed light on the views of anatomists on the teaching of anatomy in the online education process.
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Affiliation(s)
- Z. Karaca Bozdağ
- Department of Anatomy, Faculty of Medicine, Istanbul Yeni Yüzyıl University, Istanbul, Turkey,Department of Anatomy, Faculty of Medicine, Istanbul Medipol University, Istanbul, Turkey
| | - B.N. Çandır
- Department of Anatomy, Faculty of Medicine, Istanbul Yeni Yüzyıl University, Istanbul, Turkey,Corresponding author at: Maltepe Caddesi, Yılanlı Ayazma Yolu, İstanbul Yeni Yüzyıl Üniversitesi, No. 26, 34010 Zeytinburnu, Istanbul, Turkey
| | - Ö. Gayretli
- Department of Anatomy, Istanbul Faculty of Medicine, Istanbul University, Istanbul, Turkey
| | - Z. Arı
- Department of Anatomy, Faculty of Medicine, Istanbul Yeni Yüzyıl University, Istanbul, Turkey
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16
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Ardila CM, González-Arroyave D, Zuluaga-Gómez M. Efficacy of three-dimensional models for medical education: A systematic scoping review of randomized clinical trials. Heliyon 2023; 9:e13395. [PMID: 36816291 PMCID: PMC9932677 DOI: 10.1016/j.heliyon.2023.e13395] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2022] [Revised: 01/25/2023] [Accepted: 01/30/2023] [Indexed: 02/04/2023] Open
Abstract
To estimate the efficacy of three-dimensional (3D) models for medical education. METHODS A systematic scoping review was performed containing diverse databases such as SCOPUS, PubMed/MEDLINE, SCIELO, and LILACS. MeSH terms and keywords were stipulated to explore randomized clinical trials (RCTs) in all languages. Solely RCTs that accomplished the eligibility criteria were admitted. RESULTS Fifteen RCTs including 1659 medical students were chosen. Five RCTs studied heart models, 3 RCTs explored facial, spinal and bone fractures and the rest of the trials investigated eye, arterial, pelvic, hepatic, chest, skull, and cleft lip and palate models. Regarding the efficacy of 3D models, in terms of learning skills and knowledge gained by medical students, most RCTs reported higher scores. Considering the test-taking times, the results were variable. Two RCTs showed less time for the 3D group, another RCT indicated variable results in the response times of the test depending on the anatomical zone evaluated, while another described that the students in the 3D group were slightly quicker to answer all questions when compared with the traditional group, but without statistical significance. The other 11 experiments did not present results about test-taking times. Most students in all RCTs indicated satisfaction, enjoyment, and interest in utilizing the 3D systems, and recognized that their abilities were enhanced. CONCLUSIONS Higher efficacy in terms of learning skills and knowledge gained was observed when the 3D systems were used by medical students. Undergraduates also expressed great satisfaction with the use of these technologies. Regarding the test-taking times, the results favored the 3D group.
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Affiliation(s)
- Carlos M. Ardila
- Basic Studies Department, Faculty of Dentistry, University of Antioquia, UdeA, 050010 Medellín, Colombia,Corresponding author. 70th street # 52-21, Medellín, Colombia.
| | - Daniel González-Arroyave
- Medicine Department, San Vicente Fundación Hospital, 054047 Rionegro, Colombia,Bolivariana University, Medellín Colombia
| | - Mateo Zuluaga-Gómez
- Medicine Department, San Vicente Fundación Hospital, 054047 Rionegro, Colombia,Bolivariana University, Medellín Colombia
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17
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Sinha S, DeYoung V, Nehru A, Brewer-Deluce D, Wainman BC. Determinants of Learning Anatomy in an Immersive Virtual Reality Environment - A Scoping Review. MEDICAL SCIENCE EDUCATOR 2023; 33:287-297. [PMID: 36573211 PMCID: PMC9774061 DOI: 10.1007/s40670-022-01701-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/28/2022] [Indexed: 06/17/2023]
Abstract
UNLABELLED Given the decline of cadavers as anatomy teaching tools, immersive virtual reality (VR) technology has gained popularity as a potential alternative. To better understand how to maximize the educational potential of VR, this scoping review aimed to identify potential determinants of learning anatomy in an immersive VR environment. A literature search yielded 4523 studies, 25 of which were included after screening. Six common factors were derived from secondary outcomes in these papers: cognitive load, cybersickness, student perceptions, stereopsis, spatial understanding, and interactivity. Further objective research investigating the impact of these factors on anatomy examination performance is required. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01701-y.
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Affiliation(s)
- Sakshi Sinha
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, 1280 Main St. W. HSC 1R1, Hamilton, ON L8S 4L8 Canada
| | - Veronica DeYoung
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, 1280 Main St. W. HSC 1R1, Hamilton, ON L8S 4L8 Canada
| | - Amit Nehru
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, 1280 Main St. W. HSC 1R1, Hamilton, ON L8S 4L8 Canada
| | - Danielle Brewer-Deluce
- School of Kinesiology, Faculty of Health Sciences, Western University, London, ON Canada
| | - Bruce C. Wainman
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, 1280 Main St. W. HSC 1R1, Hamilton, ON L8S 4L8 Canada
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, ON Canada
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18
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AlRawi A, Basha T, Elmeligy AO, Mousa NA, Mohammed G. The Role of Three-dimensional Printed Models in Women's Health. WOMEN'S HEALTH (LONDON, ENGLAND) 2023; 19:17455057231199040. [PMID: 37688305 PMCID: PMC10493061 DOI: 10.1177/17455057231199040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Revised: 07/26/2023] [Accepted: 08/11/2023] [Indexed: 09/10/2023]
Abstract
Three-dimensional printing is an innovative technology that has gained prominence in recent years due to its attractive features such as affordability, efficiency, and quick production. The technology is used to produce a three-dimensional model by depositing materials in layers using specific printers. In the medical field, it has been increasingly used in various specialties, including neurosurgery, cardiology, and orthopedics, most commonly for the pre-planning of complex surgeries. In addition, it has been applied in therapeutic treatments, patient education, and training wof medical professionals. In the field of obstetrics and gynecology, there is a limited number of studies in which three-dimensional printed models were applied. In this review, we aim to provide an overview of three-dimensional printing applications in the medical field, highlighting the few reported applications in obstetrics and gynecology. We also review all relevant studies and discuss the current challenges and limitations of adopting the technology in routine clinical practice. The technology has the potential to expand for wider applications related to women's health, including patient counseling, surgical training, and medical education.
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Affiliation(s)
- Afnan AlRawi
- College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Tasneem Basha
- College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Ahmed O Elmeligy
- Department of Electrical and Computer Engineering, Faculty of Engineering, McGill University, Montreal, QC, Canada
| | - Noha A Mousa
- Department of Clinical Sciences, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Ghada Mohammed
- Department of Clinical Sciences, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
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19
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Yang J. Technology-Enhanced Preclinical Medical Education (Anatomy, Histology and Occasionally, Biochemistry): A Practical Guide. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1431:65-93. [PMID: 37644288 DOI: 10.1007/978-3-031-36727-4_4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/31/2023]
Abstract
The recent explosion of technological innovations in mobile technology, virtual reality (VR), digital dissection, online learning platform, 3D printing, and augmented reality (AR) has provided new avenues for improving preclinical education, particularly in anatomy and histology education. Anatomy and histology are fundamental components of medical education that teach students the essential knowledge of human body structure and organization. However, these subjects are widely considered to be some of the most difficult disciplines for healthcare students. Students often face challenges in areas such as the complexity and overwhelming volume of knowledge, difficulties in visualizing body structures, navigating and identifying tissue specimens, limited exposure to learning materials, and lack of clinical relevance. The COVID-19 pandemic has further exacerbated the situation by reducing face-to-face teaching opportunities and affecting the availability of body donations for medical education.To overcome these challenges, educators have integrated various educational technologies, such as virtual reality, digital 3D anatomy apps, 3D printing, and AI chatbots, into preclinical education. These technologies have effectively improved students' learning experiences and knowledge retention. However, the integration of technologies into preclinical education requires appropriate pedagogical approaches and logistics to align with educational theories and achieve the intended learning outcomes.The chapter provides practical guidance and examples for integrating technologies into anatomy, histology, and biochemistry preclinical education. The author emphasizes that every technology has its own benefits and limitations and is best suited to specific learning scenarios. Therefore, it is recommended that educators and students should utilize multiple modalities for teaching and learning to achieve the best outcomes. The chapter also acknowledges that cadaver-based anatomy education is essential and proposes that educational technologies can serve as a crucial complement for promoting active learning, problem solving, knowledge application, and enhancing conventional cadaver-based education.
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Affiliation(s)
- Jian Yang
- The School of Biomedical Sciences, LKS Faculty of Medicine, The University of Hong Kong, Pok Fu Lam, Hong Kong, China.
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20
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Management of Complex Acetabular Fractures by Using 3D Printed Models. MEDICINA (KAUNAS, LITHUANIA) 2022; 58:medicina58121854. [PMID: 36557056 PMCID: PMC9785751 DOI: 10.3390/medicina58121854] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 12/11/2022] [Accepted: 12/12/2022] [Indexed: 12/23/2022]
Abstract
Background and Objectives: Using 3D printed models in orthopaedics and traumatology contributes to a better understanding of injury patterns regarding surgical approaches, reduction techniques, and fracture fixation methods. The aim of this study is to evaluate the effectiveness of a novel technique implementing 3D printed models to facilitate the optimal preoperative planning of the surgical treatment of complex acetabular fractures. Materials and Methods: Patients with complex acetabular fractures were assigned to two groups: (1) conventional group (n = 12) and (2) 3D printed group (n = 10). Both groups included participants with either a posterior column plus posterior wall fracture, a transverse plus posterior wall fracture, or a both-column acetabular fracture. Datasets from CT scanning were segmented and converted to STL format, with separated bones and fragments for 3D printing in different colors. Comparison between the two groups was performed in terms of quality of fracture reduction (good: equal to, or less than 2 mm displacement, and fair: larger than 2 mm displacement), functional assessment, operative time, blood loss, and number of intraoperative x-rays. Results: A significant decrease in operative time, blood loss, and number of intraoperative x-rays was registered in the 3D printed group versus the conventional one (p < 0.01), with 80% of the patients in the former having good fracture reduction and 20% having fair reduction. In contrast, 50% of the patients in the conventional group had good reduction and 50% had fair reduction. The functional score at 18-month follow-up was better for patients in the 3D printed group. Conclusions: The 3D printing technique can be considered a highly efficient and patient-specific approach for management of complex acetabular fractures, helping to restore patient′s individual anatomy after surgery.
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21
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Krüger JM, Palzer K, Bodemer D. Learning with augmented reality: Impact of dimensionality and spatial abilities. COMPUTERS AND EDUCATION OPEN 2022. [DOI: 10.1016/j.caeo.2021.100065] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
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22
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Nusem E, Bray L, Lillia J, Schofield L, Scott KM, Gunasekera H, Cheng TL. Utility of 3D Printed Models Versus Cadaveric Pathology for Learning: Challenging Stated Preferences. MEDICAL SCIENCE EDUCATOR 2022; 32:1513-1520. [PMID: 36407817 PMCID: PMC9668234 DOI: 10.1007/s40670-022-01684-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/07/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION 3D printing has recently emerged as an alternative to cadaveric models in medical education. A growing body of research supports the use of 3D printing in this context and details the beneficial educational outcomes. Prevailing studies rely on participants' stated preferences, but little is known about actual student preferences. METHODS A mixed methods approach, consisting of structured observation and computer vision, was used to investigate medical students' preferences and handling patterns when using 3D printed versus cadaveric models in a cardiac pathology practical skills workshop. Participants were presented with cadaveric samples and 3D printed replicas of congenital heart deformities. RESULTS Analysis with computer vision found that students held cadaveric hearts for longer than 3D printed models (7.71 vs. 6.73 h), but this was not significant when comparing across the four workshops. Structured observation found that student preferences changed over the workshop, shifting from 3D printed to cadaveric over time. Interactions with the heart models (e.g., pipecleaners) were comparable. CONCLUSION We found that students had a slight preference for cadaveric hearts over 3D printed hearts. Notably, our study contrasts with other studies that report student preferences for 3D printed learning materials. Given the relative equivalence of the models, there is opportunity to leverage 3D printed learning materials (which are not scarce, unlike cadaveric materials) to provide equitable educational opportunities (e.g., in rural settings, where access to cadaveric hearts is less likely).
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Affiliation(s)
- Erez Nusem
- The University of Sydney, Sydney, NSW Australia
| | - Liam Bray
- The University of Sydney, Sydney, NSW Australia
| | | | | | - Karen M. Scott
- The University of Sydney, Sydney, NSW Australia
- The Children’s Hospital at Westmead, Sydney, NSW Australia
| | - Hasantha Gunasekera
- The University of Sydney, Sydney, NSW Australia
- The Children’s Hospital at Westmead, Sydney, NSW Australia
| | - Tegan L. Cheng
- The University of Sydney, Sydney, NSW Australia
- The Children’s Hospital at Westmead, Sydney, NSW Australia
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23
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Mogali SR, Chandrasekaran R, Radzi S, Peh ZK, Tan GJS, Rajalingam P, Yee Yeong W. Investigating the effectiveness of three-dimensionally printed anatomical models compared with plastinated human specimens in learning cardiac and neck anatomy: A randomized crossover study. ANATOMICAL SCIENCES EDUCATION 2022; 15:1007-1017. [PMID: 34363315 DOI: 10.1002/ase.2128] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2020] [Revised: 08/02/2021] [Accepted: 08/04/2021] [Indexed: 06/13/2023]
Abstract
Three-dimensional printing (3DP) technology has been increasingly applied in health profession education. Yet, 3DP anatomical models compared with the plastinated specimens as learning scaffolds are unclear. A randomized-controlled crossover study was used to evaluate the objective outcomes of 3DP models compared with the plastinated specimens through an introductory lecture and team study for learning relatively simple (cardiac) and complex (neck) anatomies. Given the novel multimaterial and multicolored 3DP models are replicas of the plastinated specimens, it is hypothesized that 3DP models have the same educational benefits to plastinated specimens. This study was conducted in two phases in which participants were randomly assigned to 3DP (n = 31) and plastinated cardiac groups (n = 32) in the first phase, whereas same groups (3DP, n = 15; plastinated, n = 18) used switched materials in the second phase for learning neck anatomy. The pretest, educational activities and posttest were conducted for each phase. Miller's framework was used to assess the cognitive outcomes. There was a significant improvement in students' baseline knowledge by 29.7% and 31.3% for Phase 1; 31.7% and 31.3% for Phase 2 plastinated and 3DP models. Posttest scores for cardiac (plastinated, 3DP mean ± SD: 57.0 ± 13.3 and 60.8 ± 13.6, P = 0.27) and neck (70.3 ± 15.6 and 68.3 ± 9.9, P = 0.68) phases showed no significant difference. In addition, no difference observed when cognitive domains compared for both cases. These results reflect that introductory lecture plus either the plastinated or 3DP modes were effective for learning cardiac and neck anatomy.
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Affiliation(s)
| | - Ramya Chandrasekaran
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore
| | - Shairah Radzi
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore
| | - Zhen Kai Peh
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore
| | - Gerald Jit Shen Tan
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore
- Department of Diagnostic Radiology, Tan Tock Seng Hospital, Singapore
| | - Preman Rajalingam
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore
| | - Wai Yee Yeong
- Singapore Centre for 3D Printing, School of Mechanical and Aerospace Engineering, Nanyang Technological University Singapore, Singapore
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Homfray B, Attwood A, Channon SB. Anatomy in Practice: How Do Equine and Production Animal Veterinarians Apply Anatomy in Primary Care Settings? JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 50:e20220074. [PMID: 36198110 DOI: 10.3138/jvme-2022-0074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
To successfully prepare veterinary undergraduates for the workplace, it is critical that anatomy educators consider the context in which developing knowledge and skills will be applied. This study aimed to establish how farm animal and equine general practitioners use anatomy and related skills within their daily work. Qualitative ethnographic data in the form of observations and semi-structured interviews were collected from 12 veterinarians working in equine or farm animal first-opinion practice. Data underwent thematic analysis using a grounded theory approach. The five themes identified were relevant to both equine and farm animal veterinarians and represented the breadth and complexity of anatomy, its importance for professional and practical competence, as well as the requirement for continuous learning. The centrality and broad and multifaceted nature of anatomy was found to challenge equine and farm animal veterinarians, highlighting that essential anatomy knowledge and related skills are vital for their professional and practical competence. This aligns with the previously described experiences of companion animal clinicians. In equine practice, the complexity of anatomical knowledge required was particularly high, especially in relation to diagnostic imaging and assessing normal variation. This resulted in greater importance being placed on formal and informal professional development opportunities. For farm animal clinicians, anatomy application in the context of necropsy and euthanasia was particularly noted. Our findings allow anatomy educators to design appropriate and effective learning opportunities to ensure that veterinary graduates are equipped with the skills, knowledge, and resources required to succeed in first-opinion veterinary practice.
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Salazar D, Thompson M, Rosen A, Zuniga J. Using 3D Printing to Improve Student Education of Complex Anatomy: a Systematic Review and Meta-analysis. MEDICAL SCIENCE EDUCATOR 2022; 32:1209-1218. [PMID: 36276759 PMCID: PMC9583986 DOI: 10.1007/s40670-022-01595-w] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/15/2022] [Indexed: 05/29/2023]
Abstract
Objective Additive manufacturing has played an increasingly important role in the field of health care. One of the most recent applications has been the development of 3D printed anatomical models specifically to improve student education. The purpose of this review was to assess the potential for 3D printed models to improve understanding of complex anatomy in undergraduate and medical/professional students. Methods A systematic review was performed to investigate the different implementations of 3D printed anatomical models in educational curricula. In addition, a meta-analysis was conducted to assess the differences in comprehension between students who received 3D printed models as part of their instruction and those taught with traditional methods. Results Of the 10 groups included in the meta-analysis, students whose educational experience included a 3D printed model scored roughly 11% better on objective assessments compared to students who did not use such models (Hedge's g = 0.742, p < 0.001). Conclusion Based on these findings, the use of 3D printed anatomical models as a method of education is likely to improve students' understanding of complex anatomical structures.
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Affiliation(s)
- David Salazar
- Department of Biomechanics, University of Nebraska at Omaha, 6160 University Dr S, Omaha, NE 68182 USA
| | - Michael Thompson
- Department of Biomechanics, University of Nebraska at Omaha, 6160 University Dr S, Omaha, NE 68182 USA
| | - Adam Rosen
- School of Health and Kinesiology, University of Nebraska at Omaha, 6160 University Dr S, Omaha, NE 68182 USA
| | - Jorge Zuniga
- Department of Biomechanics, University of Nebraska at Omaha, 6160 University Dr S, Omaha, NE 68182 USA
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Cai B, Duan S, Yi J, Huang W, Bay BH, Li C, Chen C. Training surgical skills on hip arthroscopy by simulation: a survey on surgeon's perspectives. Int J Comput Assist Radiol Surg 2022; 17:1813-1821. [PMID: 35831550 PMCID: PMC9468038 DOI: 10.1007/s11548-022-02708-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2021] [Accepted: 06/21/2022] [Indexed: 11/15/2022]
Abstract
Purpose The purpose of this study is to investigate the importance of general and specific surgical skills for hip arthroscopy from the perspective of surgeons in China. Concurrently, we intend to identify the preferred type of simulation that would facilitate competency of surgical trainees in performing arthroscopy and reinforce their preparation for carrying out the actual surgical procedure. Methods An online survey comprising 42 questions was developed by experts in hip arthroscopy and sent to 3 online communities whose members are arthroscopic surgeons in China. The responses collected were based on a 5-point Likert scale, with an open-ended comment section. Data were analyzed using one-way AVOVA and post hoc Tukey’s test. Results A total of 159 valid responses from 66 junior specialist surgeons, 68 consultant surgeons, and 25 senior consultant surgeons (from 130 institutions in 27 out of 34 provincial administrative districts in China) were collected. Cognitive ability was identified as the overall most important attribute for hip arthroscopic trainees to possess, while skills relevant to the treatment of femoroacetabular impingement (FAI) were considered as the most important specific skills by the surgeons surveyed. In addition, simulation using cadaveric specimens was considered the most favorable method for surgeons to practice their surgical skills. Conclusion In designing a training program for hip arthroscopy, it is essential to incorporate features that evaluate cognitive skills. It would be helpful for trainees to specifically practice skills that are often used in the treatment of some very common diseases of the hip joint, such as FAI. Using high-fidelity physical models for simulation to train skills of hip arthroscopy could be an ideal alternative and effective way to overcome problems arising from the lack of accessibility to cadaveric specimens. Supplementary Information The online version contains supplementary material available at 10.1007/s11548-022-02708-x.
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Affiliation(s)
- Bohong Cai
- Department of Industrial and Product Design, School of Design, Sichuan Fine Arts Institute, Chongqing, China
| | - Shengfeng Duan
- Department of Industrial and Product Design, School of Design, Sichuan Fine Arts Institute, Chongqing, China
| | - Jiahui Yi
- Department of Industrial and Product Design, School of Design, Sichuan Fine Arts Institute, Chongqing, China
| | - Wei Huang
- Department of Orthopedics, The First Affiliated Hospital of Chongqing Medical University, Chongqing, 400016, China
| | - Boon Huat Bay
- Department of Anatomy, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Chunbao Li
- Department of Orthopedics, The Fourth Medical Center of Chinese PLA General Hospital, Beijing, 100048, China.
| | - Cheng Chen
- Department of Orthopedics, The First Affiliated Hospital of Chongqing Medical University, Chongqing, 400016, China.
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Madden M, Collins R, Schwarz T, Suñol A. Use of 3D Printing Technology to Create a Canine Simulator for Cerebrospinal Fluid Sampling at the Lumbar Subarachnoid Space. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 50:e20210159. [PMID: 35862374 DOI: 10.3138/jvme-2021-0159] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Cerebrospinal fluid (CSF) sampling at the lumbar subarachnoid space (LSS) is technically challenging to learn. Currently, training relies on cadaver availability or performance in a clinical scenario. This study aims to develop and validate a low-cost, high-fidelity simulator to train in this technique. Using three-dimensional printing technology, a model of a healthy adult dog's lumbosacral vertebral column was produced. The model was augmented with synthetic materials and a fluidic system to replicate all procedural steps and permit successful CSF collection. The simulator was validated by four experts, who rated it highly across multiple criteria. Final-year veterinary students were recruited to take part in practical sessions using either the simulator (n = 16) or a cadaver (n = 16). Performance was recorded for each student, and feedback was obtained using an anonymous online survey. Student performance was similar between groups (p = .2), with 87.5% and 68.75% of students in the simulator and cadaver group, respectively, successfully placing the needle into the LSS. All successful students in the simulator group were able to obtain a CSF sample, versus none in the cadaver group. No difference in the number of attempts was detected between groups (p > .99), with most students taking more than three attempts. User experience was similar between groups, with 93.8% of students in each group rating the session as a positive learning experience. In summary, we demonstrate the validity of a novel, low-cost, and anatomically precise simulator that can be used for teaching CSF sampling at the LSS.
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Huang YH, Lee B, Chuy JA, Goldschmidt SL. 3D printing for surgical planning of canine oral and maxillofacial surgeries. 3D Print Med 2022; 8:17. [PMID: 35678954 PMCID: PMC9178851 DOI: 10.1186/s41205-022-00142-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2021] [Accepted: 05/30/2022] [Indexed: 01/17/2023] Open
Abstract
Background Advanced diagnostic imaging is an essential part of preoperative planning for oral and maxillofacial surgery in veterinary patients. 3-dimensional (3D) printed models and surgical guides generated from diagnostic imaging can provide a deeper understanding of the complex maxillofacial anatomy, including relevant spatial relationships. Additionally, patient-specific 3D printed models allow surgeons and trainees to better examine anatomical features through tactile and visuospatial feedback allowing for improved preoperative planning, intraoperative guidance, and enhanced trainee education. Furthermore, these models facilitate discussions with pet owners, allowing for improved owner understanding of pathology, and educated decision-making regarding treatment. Case presentation Our case series consists of three 3D printed models segmented from computed tomography (CT) and cone beam CT (CBCT) and fabricated via desktop vat polymerization for preoperative planning and intraoperative guidance for resection of maxillary osteosarcoma, mandibular reconstruction after mandibulectomy, and gap arthroplasty for temporomandibular joint ankylosis in dogs. Conclusions We illustrate multiple benefits and indications for 3D printing in veterinary oral and maxillofacial surgery. 3D printed models facilitate the understanding of complex surgical anatomy, creating an opportunity to assess the spatial relationship of the relevant structures. It facilitates individualized surgical planning by allowing surgeons to tailor and augment the surgical plan by examining patient-specific anatomy and pathology. Surgical steps may also be simulated in advance, including planning of osteotomy lines, and pre-contouring of titanium plates for reconstruction. Additionally, a 3D printed model and surgical guide also serve as invaluable intraoperative reference and guidance. Furthermore, 3D printed models have the potential to improve veterinary resident and student training as well as pet owner understanding and communication regarding the condition of their pets, treatment plan and intended outcomes.
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Affiliation(s)
- Yu-Hui Huang
- Department of Radiology, University of Minnesota, 420 Delaware Street SE, Minneapolis, MN, 55455, USA. .,Department of Radiology, Minneapolis VA Medical Center, 1 Veterans Dr, Minneapolis, MN, 55417, USA.
| | - Bonnie Lee
- College of Veterinary Medicine, University of Minnesota, 1352 Boyd Ave, St Paul, MN, 55108, USA
| | - Jeffrey A Chuy
- Department of Radiology, University of Minnesota, 420 Delaware Street SE, Minneapolis, MN, 55455, USA.,Department of Radiology, Minneapolis VA Medical Center, 1 Veterans Dr, Minneapolis, MN, 55417, USA
| | - Stephanie L Goldschmidt
- College of Veterinary Medicine, University of Minnesota, 1352 Boyd Ave, St Paul, MN, 55108, USA
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Borgeat K, Shearn AIU, Payne JR, Hezzell M, Biglino G. Three-Dimensional Printed Models of the Heart Represent an Opportunity for Inclusive Learning. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 49:346-352. [PMID: 33950795 DOI: 10.3138/jvme-2020-0141] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Three-dimensional (3D) printed models of anatomic structures offer an alternative to studying manufactured, "idealized" models or cadaveric specimens. The utility of 3D printed models of the heart for clinical veterinary students learning echocardiographic anatomy is unreported. This study aimed to assess the feasibility and utility of 3D printed models of the canine heart as a supplementary teaching aid in final-year vet students. We hypothesized that using 3D printed cardiac models would improve test scores and feedback when compared with a control group. Students (n = 31) were randomized to use either a video guide to echocardiographic anatomy alongside 3D printed models (3DMs) or video only (VO). Prior to a self-directed learning session, students answered eight extended matching questions as a baseline knowledge assessment. They then undertook the learning session and provided feedback (Likert scores and free text). Students repeated the test within 1 to 3 days. Changes in test scores and feedback were compared between 3DM and VO groups, and between track and non-track rotation students. The 3DM group had increased test scores in the non-track subgroup. Track students' test scores in the VO group increased, but not in the 3DM group. Students in the 3DM group had a higher completion rate, and more left free-text feedback. Feedback from 3DM was almost universally positive, and students believed more strongly that these should be used for future veterinary anatomy teaching. In conclusion, these pilot data suggest that 3D printed canine cardiac models are feasible to produce and represent an inclusive learning opportunity, promoting student engagement.
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Dickson J, Gardiner A, Rhind S. Veterinary Anatomy Education and Spatial Ability: Where Now and Where Next? JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 49:297-305. [PMID: 33950803 DOI: 10.3138/jvme.2020-0087] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
The expanding use of technology to support or replace dissection has implications for educators, who must first understand how students mentally manipulate anatomical images. The psychological literature on spatial ability and general intelligence is relevant to these considerations. This article situates current understandings of spatial ability in the context of veterinary anatomy education. As in medical education, veterinary courses are increasingly using physical and computer-based models and computer programs to supplement or even replace cadavers. In this article, we highlight the importance of spatial ability in the learning of anatomy and make methodological recommendations for future studies to ensure a robust evidence base is developed. Recommendations include ensuring that (a) studies aiming to demonstrate changes in spatial ability include anatomically naïve students and also account for previous anatomical knowledge, (b) studies employ a control group in order to account for the practice effect, and (c) the relationship between spatial ability and general intelligence, and thus other cognitive abilities, is acknowledged.
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Yohannan DG, Oommen AM, Amogh BJ, Raju NK, Suresh RO, Nair SJ. "Air Anatomy" - Teaching Complex Spatial Anatomy Using Simple Hand Gestures. ANATOMICAL SCIENCES EDUCATION 2022; 15:552-565. [PMID: 33855807 DOI: 10.1002/ase.2088] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2020] [Accepted: 04/09/2021] [Indexed: 06/12/2023]
Abstract
Spatial understanding of complex anatomical concepts is often a challenge for learners, as well as for educators. It is even more challenging for students with low mental spatial abilities. There are many options to teach spatial relationships, ranging from simple models to high-end three-dimensional (3D) virtual reality tools. Using a randomized controlled trial design, this study explored the use of a unique combination of deictic and iconic hand gestures to enhance spatial anatomical understanding, coining the term "Air Anatomy". The control group (n = 45) was given a lecture on the anatomy of extraocular muscles, while the intervention group (n = 49) received the same lecture including "Air Anatomy" hand gestures. When compared to the control group, the post-test scores for the intervention group were significantly higher for basic recall (P < 0.001; Mann-Whitney U test) and for the application of knowledge (P = 0.015; Mann-Whitney U test). Students with low to moderate spatial ability (as assessed by a mental rotation test) were found to benefit most by this technique. Students in the intervention group also reported a lower extrinsic cognitive load and higher germane load, when compared to the control group. An instructional skills questionnaire survey indicated the effectiveness of this technique in improving overall classroom experience. Feedback of the students in the intervention group was also favorable for instruction using "Air Anatomy". The study suggests that "Air Anatomy" is a useful, "no-cost", accessible method that aids spatial understanding of anatomical concepts.
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Mendez-Lopez M, Juan MC, Molla R, Fidalgo C. Evaluation of an Augmented Reality Application for Learning Neuroanatomy in Psychology. ANATOMICAL SCIENCES EDUCATION 2022; 15:535-551. [PMID: 33866682 DOI: 10.1002/ase.2089] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2020] [Revised: 04/08/2021] [Accepted: 04/12/2021] [Indexed: 06/12/2023]
Abstract
Neuroanatomy is difficult for psychology students because of spatial visualization and the relationship among brain structures. Some technologies have been implemented to facilitate the learning of anatomy using three-dimensional (3D) visualization of anatomy contents. Augmented reality (AR) is a promising technology in this field. A mobile AR application to provide the visualization of morphological and functional information of the brain was developed. A sample of 67 students of neuropsychology completed tests for visuospatial ability, anatomical knowledge, learning goals, and experience with technologies. Subsequently, they performed a learning activity using one of the visualization methods considered: a 3D method using the AR application and a two-dimensional (2D) method using a textbook to color, followed by questions concerning their satisfaction and knowledge. After using the alternative method, the students expressed their preference. The two methods improved knowledge equally, but the 3D method obtained higher satisfaction scores and was more preferred by students. The 3D method was also more preferred by the students who used this method during the activity. After controlling for the method used in the activity, associations were found between the preference of the 3D method because of its usability and experience with technologies. These results found that the AR application was highly valued by students to learn and was as effective as the textbook for this purpose.
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Affiliation(s)
- Magdalena Mendez-Lopez
- Department of Psychology and Sociology, Faculty of Social and Human Sciences, University of Zaragoza, Teruel, Spain
- Aragon Health Research Institute (IIS Aragón), University of Zaragoza, Zaragoza, Spain
| | - M Carmen Juan
- Institute of Industrial Control Systems and Computing, Universitat Politècnica de València, Valencia, Spain
| | - Ramon Molla
- Institute of Industrial Control Systems and Computing, Universitat Politècnica de València, Valencia, Spain
| | - Camino Fidalgo
- Department of Psychology and Sociology, Faculty of Social and Human Sciences, University of Zaragoza, Teruel, Spain
- Aragon Health Research Institute (IIS Aragón), University of Zaragoza, Zaragoza, Spain
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da Costa BN, Sousa MG, Tanji FN, Ulanin M, Wolf M, Stedile STO. The Use of 3-D Models of Echocardiographic Imaging Planes for Teaching Echocardiography Techniques for Use in Dogs and Cats. Altern Lab Anim 2022; 50:208-220. [PMID: 35579420 DOI: 10.1177/02611929221101608] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Echocardiography is an invaluable technique for the diagnosis of heart disease. The aim of this study was to develop 3-D models of healthy and diseased hearts of dogs and cats, and to evaluate their effectiveness in assisting veterinary undergraduates to understand echocardiographic imaging planes. Resin models depicting the main echocardiographic imaging planes of normal hearts were created, as well as example hearts with features of mitral degeneration in dogs and hypertrophic cardiomyopathy in cats. After a theoretical class, fourth-year students were randomly assigned to one of two groups (model group or control group). The model group had access to the 3-D models, along with self-explanatory text about echocardiographic imaging planes; the control group only had access to the self-explanatory text. Both groups were allowed 2 weeks to study their allocated resources, after which the students undertook an assessment to evaluate their learning and completed a questionnaire about their experiences and satisfaction with the respective teaching method. A total of 39 students participated in the study, 19 in the model group and 20 in the control group. Students assigned to the model group spent more time studying (p = 0.0027). The proportion of students who achieved a satisfactory grade in the assessment was 89.5% in the model group and 60% in the control group (p = 0.0449). The 3-D models facilitated, and significantly improved, the identification of cardiac structures and disease-associated abnormalities, and the learning process in general. Additionally, the models seemed to provide greater student motivation for studying echocardiography.
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Affiliation(s)
- Bruna N da Costa
- Department of Veterinary Medicine, 28122Federal University of Paraná, Curitiba, Brazil
| | - Marlos G Sousa
- Department of Veterinary Medicine, 28122Federal University of Paraná, Curitiba, Brazil
| | - Fernanda N Tanji
- Department of Veterinary Medicine, 28122Federal University of Paraná, Curitiba, Brazil
| | - Mariana Ulanin
- Department of Veterinary Medicine, 28122Federal University of Paraná, Curitiba, Brazil
| | - Marcela Wolf
- Department of Veterinary Medicine, 28122Federal University of Paraná, Curitiba, Brazil
| | - Simone T O Stedile
- Department of Veterinary Medicine, 28122Federal University of Paraná, Curitiba, Brazil
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Craik K, Collings AJ. A preliminary study into the impact of using three-dimensional models in forensic anthropology learning and teaching. Sci Justice 2022; 62:814-821. [DOI: 10.1016/j.scijus.2022.04.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/28/2021] [Revised: 04/04/2022] [Accepted: 04/08/2022] [Indexed: 12/01/2022]
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Linton A, Garrett AC, Ivie KR, Jones JD, Martin JF, Delcambre JJ, Magee C. Enhancing Anatomical Instruction: Impact of a Virtual Canine Anatomy Program on Student Outcomes. ANATOMICAL SCIENCES EDUCATION 2022; 15:330-340. [PMID: 33838080 DOI: 10.1002/ase.2087] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2020] [Revised: 04/07/2021] [Accepted: 04/07/2021] [Indexed: 06/12/2023]
Abstract
Innovative reforms in medical education will require instructional tools to support these changes and to give students more flexibility in where and how they learn. At Colorado State University, the software program Virtual Canine Anatomy (VCA) was developed to assist student learning both inside and outside the anatomical laboratory. The program includes interactive anatomical photographs of dissected canine cadavers, dissection instructions with accompanying videos and diagrams, radiographs, and three-dimensional models. There is a need to evaluate the effectiveness of instructional tools like VCA so that decisions on pedagogical delivery can be evidence-based. To measure the impact of VCA on student outcomes in a dissection laboratory, this study compared student attitudes, quiz scores, dissection quality and accuracy, and instructor reliance between students with and without access to VCA. Students with VCA needed less time with teaching assistants (P < 0.01), asked teaching assistants fewer questions (P = 0.04), felt that the dissection was easier (P = 0.02), and were in stronger agreement that they had access to adequate resources (P = 0.02). No differences were found in the dissection quality or accuracy, quiz scores, or attitudes regarding overall enjoyment of the activity between the two groups. This study shows that VCA increases student independence and can be used to enhance anatomical instruction.
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Affiliation(s)
- Andrea Linton
- Virtual Veterinary Educational Tools, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado
- Department of Biomedical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado
| | - Andrew C Garrett
- Virtual Veterinary Educational Tools, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado
- Department of Biomedical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado
| | - Kenneth R Ivie
- Department of Biomedical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado
| | - Jay D Jones
- Virtual Veterinary Educational Tools, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado
| | - Jason F Martin
- Department of Biomedical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado
| | - Jeremy J Delcambre
- Virtual Veterinary Educational Tools, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado
- Department of Biomedical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado
| | - Christianne Magee
- Virtual Veterinary Educational Tools, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado
- Department of Biomedical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado
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Kurt S, Selviler-Sizer S, Onuk B, Kabak M. Comparison of sheep scapula models created with polylactic acid and thermoplastic polyurethane filaments by three-dimensional modelling. Anat Histol Embryol 2022; 51:244-249. [PMID: 35014052 DOI: 10.1111/ahe.12784] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Revised: 11/24/2021] [Accepted: 12/31/2021] [Indexed: 11/29/2022]
Abstract
Three-dimensional (3D) printing technology is a rapid prototyping method that has recently been increasingly used in anatomy education. Magnetic resonance imaging, computed tomography, and 3D scanners are generally used to create 3D models. The aim of this study, which was performed without using the aforementioned devices, is to design sheep scapula models in a computer environment and compare bone models created with different filaments printed by a 3D printer with real bone. Photographs of sheep scapula were taken for modelling, and measurements were made from certain points. After the photographs were transferred to a computer environment, they were transformed into 3D using the Cinema 4D software, a computer-aided design program. Models were created using a 3D printer employing polylactic acid (PLA) and thermoplastic polyurethane (TPU) filaments. By comparing the models created with PLA and TPU filaments to the real bone, it was found that they have a similar anatomical structure, with dimensional-morphometric differences found at some points. It was also observed that the scapula model created with PLA filaments was more resistant to impacts than the real bone and that the model created with TPU filaments was more flexible, with very low fragility as compared to PLA and real bone. Therefore, this method allows obtaining a large number of durable models as an alternative to the real bone without the need for much manpower or equipment and without the need for a 3D reconstruction device.
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Affiliation(s)
- Semih Kurt
- Department of Anatomy, Faculty of Veterinary Medicine, Ondokuz Mayis University, Samsun, Turkey
| | - Sedef Selviler-Sizer
- Department of Anatomy, Faculty of Veterinary Medicine, Ondokuz Mayis University, Samsun, Turkey
| | - Burcu Onuk
- Department of Anatomy, Faculty of Veterinary Medicine, Ondokuz Mayis University, Samsun, Turkey
| | - Murat Kabak
- Department of Anatomy, Faculty of Veterinary Medicine, Ondokuz Mayis University, Samsun, Turkey
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Bouabdellah M, Bensalah M, Kamoun C, Bellil M, Kooli M, Hadhri K. Advantages of three-dimensional printing in the management of acetabular fracture fixed by the Kocher-Langenbeck approach: randomised controlled trial. INTERNATIONAL ORTHOPAEDICS 2022; 46:1155-1163. [PMID: 35103815 DOI: 10.1007/s00264-022-05319-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/26/2021] [Accepted: 01/26/2022] [Indexed: 11/25/2022]
Abstract
PURPOSE To compare the outcomes of the Kocher-Langenbeck reduction and fixation of the posterior structures of the acetabulum between 3D printing technique and conventional technique. METHODS Forty-three patients who sustained fractures of the posterior part of the acetabulum were randomly assigned to two groups: 3D printing (G1; n = 20) and conventional technique (G2; n = 23). The surgical time, intra-operative blood loss, differences between pre-and post-operative haemoglobin, universal functional and radiographic scores, and complications were compared between the groups. The minimum follow-up was 18 months. RESULTS The average operating time (120.75 min) and intra-operative blood loss (244 ml) were lower in G1 than in G2 (125.87 min and 268.7 ml, respectively; p = 0.42, p = 0.1, respectively). The difference between the pre- and post-operative haemoglobin was 1.71 g/dl in G1 and 1.93 g/dl in G2 (p = 0.113). Post-operative complications occurred more frequently in patients in G2 (34.7%) than in patients in G1 (15%), though these differences were also not significant (p = 0.6). The radiographic result was satisfactory in 16 patients (80%) in G1 and 18 patients (78.26%) in G2 (p = 0.5). The clinical result was satisfactory in 15 patients (75%) in G1 and in 17 patients (73.9%) in G2 (p = 0.6). CONCLUSIONS No significant differences were found in terms of surgical time, overall complications, and radiographic or functional outcomes between 3D printing and the conventional technique.
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Affiliation(s)
- Mohamed Bouabdellah
- Department of Orthopaedic and Traumatology of Charles Nicolle Hospital of Tunis- Tunisia, University of Tunis El Manar, Farhat Hached University Campus n ° 94, ROMMANA , 1068, Tunis, Tunisia.
- GHG-SOTCOT (Tunisian Group of Hip and Knee surgery-Tunisian Society of Orthopaedic Surgery and Traumatology, ROMMANA, Tunisia.
| | - Mohamed Bensalah
- Department of Orthopaedic and Traumatology of Charles Nicolle Hospital of Tunis- Tunisia, University of Tunis El Manar, Farhat Hached University Campus n ° 94, ROMMANA , 1068, Tunis, Tunisia
- GHG-SOTCOT (Tunisian Group of Hip and Knee surgery-Tunisian Society of Orthopaedic Surgery and Traumatology, ROMMANA, Tunisia
| | - Chrif Kamoun
- Department of Orthopaedic and Traumatology of Charles Nicolle Hospital of Tunis- Tunisia, University of Tunis El Manar, Farhat Hached University Campus n ° 94, ROMMANA , 1068, Tunis, Tunisia
| | - Mehdi Bellil
- Department of Orthopaedic and Traumatology of Charles Nicolle Hospital of Tunis- Tunisia, University of Tunis El Manar, Farhat Hached University Campus n ° 94, ROMMANA , 1068, Tunis, Tunisia
- GHG-SOTCOT (Tunisian Group of Hip and Knee surgery-Tunisian Society of Orthopaedic Surgery and Traumatology, ROMMANA, Tunisia
| | - Mondher Kooli
- Department of Orthopaedic and Traumatology of Charles Nicolle Hospital of Tunis- Tunisia, University of Tunis El Manar, Farhat Hached University Campus n ° 94, ROMMANA , 1068, Tunis, Tunisia
| | - Khaled Hadhri
- Department of Orthopaedic and Traumatology of Charles Nicolle Hospital of Tunis- Tunisia, University of Tunis El Manar, Farhat Hached University Campus n ° 94, ROMMANA , 1068, Tunis, Tunisia
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Tsui JK, Bell S, Cruz LD, Dick AD, Sagoo MS. Applications of Three-dimensional Printing in Ophthalmology. Surv Ophthalmol 2022; 67:1287-1310. [DOI: 10.1016/j.survophthal.2022.01.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2021] [Revised: 01/16/2022] [Accepted: 01/19/2022] [Indexed: 12/15/2022]
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Vaduva AO, Serban CL, Lazureanu CD, Cornea R, Vita O, Gheju A, Jurescu A, Mihai I, Olteanu EG, Lupu V, Pup A, Cornianu M, Mureșan A, Taban S, Dema ALC. Three-Dimensional Virtual Pathology Specimens: Decrease in Student Performance upon Switching to Digital Models. ANATOMICAL SCIENCES EDUCATION 2022; 15:115-126. [PMID: 33319472 DOI: 10.1002/ase.2041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/29/2020] [Revised: 12/04/2020] [Accepted: 12/11/2020] [Indexed: 06/12/2023]
Abstract
Several alternatives to formalin-stored physical specimens have been described in medical literature, but only a few studies have addressed the issue of learning outcomes when these materials were employed. The aim of this study was to conduct a prospective controlled study to assess student performance in learning anatomic pathology when adding three-dimensional (3D) virtual models as adjunct teaching materials in the study of macroscopic lesions. Third-year medical students (n = 501) enrolled at the Victor Babes University of Medicine and Pharmacy in Timisoara, Romania, were recruited to participate. Student performance was assessed through questionnaires. Students performed worse with new method, with poorer results in terms of overall (mean 77.6% ±SD 11.8% vs. 83.6% ±10.5) and individual question scores (percentage of questions with maximum score 34.6% ±25.6 vs. 47.7 ± 24.6). This decreased performance was generalizable, as it was observed across all language divisions and was independent of the teaching assistant involved in the process. In an open-ended feedback evaluation of the new 3D specimens, most students agreed that the new method was better, bringing arguments both for and against these models. Although subjectively the students found the novel teaching materials to be more helpful, their learning performance decreased. A wider implementation as well as exposure to the technique and use of virtual specimens in medical teaching could improve the students' performance outcome by accommodating the needs for novel teaching materials for digital natives.
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Affiliation(s)
- Adrian O Vaduva
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Costela L Serban
- Discipline of Medical Informatics and Biostatistics, Department of Functional Studies, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
- Department of Genetics, Louis Turcanu Clinical Emergency Children's Hospital, Timisoara, Romania
| | - Codruta D Lazureanu
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Remus Cornea
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Octavia Vita
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Adelina Gheju
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Aura Jurescu
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Ioana Mihai
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Emilian G Olteanu
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
- Center for Gene and Cellular Therapies in Cancer Treatment - Oncogen, Pius Branzeu Emergency County Hospital, Timisoara, Romania
| | - Vlad Lupu
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Alexandra Pup
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Marioara Cornianu
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Anca Mureșan
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Sorina Taban
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Alis L C Dema
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
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Wilhelm J, Mattingly S, Gonzalez VH. Perceptions, satisfactions, and performance of undergraduate students during Covid-19 emergency remote teaching. ANATOMICAL SCIENCES EDUCATION 2022; 15:42-56. [PMID: 34859608 PMCID: PMC9011711 DOI: 10.1002/ase.2161] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Revised: 07/13/2021] [Accepted: 11/29/2021] [Indexed: 06/12/2023]
Abstract
Due to the Covid-19 pandemic, the education system worldwide faced sudden and unforeseen challenges. Many academic institutions closed their doors, forcing both educators and students to transition to Emergency Remote Teaching (ERT) for the remainder of the semester. This transition eliminated hands-on experiences, increased workload, and altered curricula. However, these aspects, as well as students' perceptions, study habits, and performance in response to ERT remain poorly documented. This contribution describes changes in the curriculum of an undergraduate cadaver-based laboratory, and explores students' performance, self-perceived learning, and overall satisfaction during this educational crisis. Online content delivery for this course included both asynchronous instruction and synchronous discussion sessions. While formative assessments remained the same, online spotter examinations included short answer, multiple choice, multiple answer, ordering, and true and false questions. Despite examination grades improving 20% during ERT, students reported lower levels of learning, confidence, and engagement with the course materials when compared to the face-to-face portion of the class. The most prevalent challenges identified by students were those related to the loss of access to cadaver-based learning, including difficulty identifying and visualizing structures in three dimensions, and the loss of context and sensorial cues. Flexibility in taking examinations and learning the material at their own pace were recognized as positive outcomes of the ERT transition. While the resulting student perceptions and performances are unsurprising, they offer insight into the challenges of fostering a productive learning environment in a future threatened by epidemic outbreak and economic uncertainty.
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Affiliation(s)
- Jessica Wilhelm
- Department of Ecology and Evolutionary BiologyCollege of Liberal Arts and SciencesUniversity of KansasLawrenceKansasUSA
| | - Spencer Mattingly
- Department of Ecology and Evolutionary BiologyCollege of Liberal Arts and SciencesUniversity of KansasLawrenceKansasUSA
| | - Victor H. Gonzalez
- Department of Ecology and Evolutionary BiologyCollege of Liberal Arts and SciencesUniversity of KansasLawrenceKansasUSA
- Undergraduate Biology ProgramCollege of Liberal Arts and SciencesUniversity of KansasLawrenceKansasUSA
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Muna N. A Multimodal Social Semiotics Perspective on Teaching and Learning Using Biomedical Visualisations. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2022; 1388:3-21. [DOI: 10.1007/978-3-031-10889-1_1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Zilverschoon M, Custers EJ, Ten Cate O, Kruitwagen CLJJ, Bleys RLAW. Support for using a three-dimensional anatomy application over anatomical atlases in a randomized comparison. ANATOMICAL SCIENCES EDUCATION 2022; 15:178-186. [PMID: 34142455 DOI: 10.1002/ase.2110] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2019] [Revised: 05/01/2021] [Accepted: 06/13/2021] [Indexed: 06/12/2023]
Abstract
To investigate to what extent the use of a three-dimensional (3D) anatomy computer application can improve the acquisition of anatomical knowledge compared with anatomical atlases, junior and advanced medical students participated in an experiment. Participants were asked to answer anatomical questions with the use of a 3D anatomy application (developed at the University Medical Center in Utrecht, the Netherlands) or anatomy atlases. Every student had to complete two assignments, either with an atlas or with the 3D anatomy application. One assignment consisted of 20 questions about the anatomy of the hand, the other one had 20 questions about the anatomy of the foot. The scores on the assignments and time to complete the assignments were registered and investigated. A total of 76 students participated. Students scored significantly higher and were significantly faster when they used the 3D anatomy application. Junior medical students were significantly faster than advanced medical students and particularly, advanced students who worked with an atlas needed most time. These results suggest that the 3D anatomy application is more effective as a studying tool, when compared to the use of paper atlases, for both junior and advanced medical students. The difference in time could indicate an influence of the increased number of mental steps it takes to convert two-dimensional atlas images to a 3D mental representation compared to using the 3D anatomy application, although practical issues explaining this cannot be ruled out. Future studies should establish whether the application leads to better learning/retention and to more time-efficient studying.
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Affiliation(s)
- Marijn Zilverschoon
- Department of Anatomy, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Eugene J Custers
- Center for Research and Development of Education, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Olle Ten Cate
- Center for Research and Development of Education, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Cas L J J Kruitwagen
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Ronald L A W Bleys
- Department of Anatomy, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
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Ben Awadh A, Clark J, Clowry G, Keenan ID. Multimodal Three-Dimensional Visualization Enhances Novice Learner Interpretation of Basic Cross-Sectional Anatomy. ANATOMICAL SCIENCES EDUCATION 2022; 15:127-142. [PMID: 33369254 DOI: 10.1002/ase.2045] [Citation(s) in RCA: 17] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2019] [Revised: 12/07/2020] [Accepted: 12/20/2020] [Indexed: 05/22/2023]
Abstract
While integrated delivery of anatomy and radiology can support undergraduate anatomical education, the interpretation of complex three-dimensional spatial relationships in cross-sectional and radiological images is likely to be demanding for novices. Due to the value of technology-enhanced and multimodal strategies, it was hypothesized that simultaneous digital and physical learning could enhance student understanding of cross-sectional anatomy. A novel learning approach introduced at a United Kingdom university medical school combined visualization table-based thoracic cross-sections and digital models with a three-dimensional printed heart. A mixed-method experimental and survey approach investigated student perceptions of challenging anatomical areas and compared the multimodal intervention to a two-dimensional cross-section control. Analysis of seven-point Likert-type responses of new medical students (n = 319) found that clinical imaging (mean 5.64 SD ± 1.20) was significantly more challenging (P < 0.001) than surface anatomy (4.19 ± 1.31) and gross anatomy (4.92 ± 1.22). Pre-post testing of students who used the intervention during their first anatomy class at medical school (n = 229), identified significant increases (P < 0.001) in thoracic cross-sectional anatomy interpretation performance (mean 31.4% ± 15.3) when compared to the subsequent abdominal control activity (24.1% ± 17.6). Student test scores were independent of mental-rotation ability. As depicted on a seven-point Likert-type scale, the intervention may have contributed to students considering cross-sectional interpretation of thoracic images (4.2 ± 1.23) as significantly less challenging (P < 0.001) than comparable abdominal images (5.59 ± 1.14). These findings could have implications for how multimodal cross-sectional anatomy learning approaches are implemented within medical curricula.
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Affiliation(s)
- Abdullah Ben Awadh
- Biosciences Institute, Newcastle University, Newcastle upon Tyne, United Kingdom
| | - Jill Clark
- School of Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne, United Kingdom
| | - Gavin Clowry
- Biosciences Institute, Newcastle University, Newcastle upon Tyne, United Kingdom
| | - Iain D Keenan
- School of Medical Education, Newcastle University, Newcastle upon Tyne, United Kingdom
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da Silveira EE, da Silva Lisboa Neto AF, Carlos Sabino Pereira H, Ferreira JS, Dos Santos AC, Siviero F, da Fonseca R, de Assis Neto AC. Canine Skull Digitalization and Three-Dimensional Printing as an Educational Tool for Anatomical Study. JOURNAL OF VETERINARY MEDICAL EDUCATION 2021; 48:649-655. [PMID: 33226900 DOI: 10.3138/jvme-2019-0132] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
This article aims to standardize 3D scanning and printing of dog skulls for educational use and evaluate the effectiveness of these anatomical printed models for a veterinary anatomy course. Skulls were selected for scanning and creating 3D-printed models through Fused Deposition Modeling using acrylonitrile-butadiene-styrene. After a lecture on skull anatomy, the 3D-printed and real skull models were introduced during the practical bone class to 140 students. A bone anatomy practical test was conducted after a month; it consisted in identifying previously marked anatomical structures of the skull bones. The students were divided into two groups for the exam; the first group of students took the test on the real skulls, whereas the second group of students took the test on 3D-printed skulls. The students' performance was evaluated using similar practical examination questions. At the end of the course, these students were asked to answer a brief questionnaire about their individual experiences. The results showed that the anatomical structures of the 3D-printed skulls were similar to the real skulls. There was no significant difference between the test scores of the students that did their test using the real skulls and those using 3D prints. In conclusion, it was possible to construct a dynamic and printed digital 3D collection for studies of the comparative anatomy of canine skull species from real skulls, suggesting that 3D-digitalized and-printed skulls can be used as tools in veterinary anatomy teaching.
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da Silveira EE, da Silva AF, Neto L, Sabino Pereira HC, Santos Ferreira J, Cesar Dos Santos A, Siviero F, da Fonseca R, de Assis Neto AC. Digitalização e Impressão Tridimensional de Crânio Canino como Ferramenta Educacional para Estudo Anatômico. JOURNAL OF VETERINARY MEDICAL EDUCATION 2021; 48:774-780. [PMID: 34898395 DOI: 10.3138/jvme-2019-0132.pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Este trabalho teve como objetivo padronizar a digitalização e impressão 3D de crânios de cães para uso educacional e avaliar a eficácia de modelos anatômicos impressos na disciplina de anatomia do curso de medicina veterinária. Os crânios foram selecionados para escaneamento e criação dos modelos impressos 3D modelados por fusão de deposição (FDM) utilizando acrilonitrila butadieno estireno. Após uma aula teórica sobre anatomia do crânio os modelos impressos 3D e os modelos reais do crânio de cães foram apresentados aos 140 alunos durante a aula prática de ossos. Uma avaliação prática de osteologia foi realizada após um mês que consistiu na identificação de estruturas anatômicas dos ossos do crânio identificados por alfinetes. Os alunos foram divididos em duas turmas para a realização da avaliação; o primeiro grupo fez os testes usando os crânios reais, enquanto o segundo grupo os crânios impressos 3D. O desempenho dos alunos foi avaliado conforme as suas performances no exame prático. No final da disciplina, eles foram convidados a responder a um breve questionário sobre suas experiências individuais. Os resultados do estudo demonstram que as estruturas anatômicas dos crânios impressos 3D eram semelhantes aos crânios reais. Não houve diferença significativa quando se analisou o grau de acertos e erros durante a realização do exame entre aqueles que identificaram as estruturas nos crânios reais ou nos impressos 3D. Conclui-se que é possível construir um acervo dinâmico digital e impresso tridimensional (3D) para estudos da anatomia comparada da espécie canina a partir de crânios reais, e que os crânios 3D podem ser usados como uma excelente ferramenta alternativa ao ensino na anatomia veterinária.
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Jaksa L, Pahr D, Kronreif G, Lorenz A. Development of a Multi-Material 3D Printer for Functional Anatomic Models. Int J Bioprint 2021; 7:420. [PMID: 34805598 PMCID: PMC8600298 DOI: 10.18063/ijb.v7i4.420] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2021] [Accepted: 09/01/2021] [Indexed: 01/19/2023] Open
Abstract
Anatomic models are important in medical education and pre-operative planning as they help students or doctors prepare for real scenarios in a risk-free way. Several experimental anatomic models were made with additive manufacturing techniques to improve geometric, radiological, or mechanical realism. However, reproducing the mechanical behavior of soft tissues remains a challenge. To solve this problem, multi-material structuring of soft and hard materials was proposed in this study, and a three-dimensional (3D) printer was built to make such structuring possible. The printer relies on extrusion to deposit certain thermoplastic and silicone rubber materials. Various objects were successfully printed for testing the feasibility of geometric features such as thin walls, infill structuring, overhangs, and multi-material interfaces. Finally, a small medical image-based ribcage model was printed as a proof of concept for anatomic model printing. The features enabled by this printer offer a promising outlook on mimicking the mechanical properties of various soft tissues.
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Affiliation(s)
- Laszlo Jaksa
- Austrian Center for Medical Innovation and Technology (ACMIT Gmbh), Viktor-Kaplan-Strasse 2/A, 2700 Wiener Neustadt, Austria.,Technical University of Vienna, Institute of Lightweight Design and Structural Biomechanics, Object 8, Gumpendorfer Strasse 7, 1060 Vienna, Austria
| | - Dieter Pahr
- Technical University of Vienna, Institute of Lightweight Design and Structural Biomechanics, Object 8, Gumpendorfer Strasse 7, 1060 Vienna, Austria.,Karl Landsteiner University of Health Sciences, Department of Anatomy and Biomechanics, Dr.-Karl-Dorrek-Strasse 30, 3500 Krems an der Donau, Austria
| | - Gernot Kronreif
- Austrian Center for Medical Innovation and Technology (ACMIT Gmbh), Viktor-Kaplan-Strasse 2/A, 2700 Wiener Neustadt, Austria
| | - Andrea Lorenz
- Austrian Center for Medical Innovation and Technology (ACMIT Gmbh), Viktor-Kaplan-Strasse 2/A, 2700 Wiener Neustadt, Austria
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Three-Dimensional Virtual and Printed Prototypes in Complex Congenital and Pediatric Cardiac Surgery-A Multidisciplinary Team-Learning Experience. Biomolecules 2021; 11:biom11111703. [PMID: 34827702 PMCID: PMC8615737 DOI: 10.3390/biom11111703] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Revised: 11/05/2021] [Accepted: 11/06/2021] [Indexed: 12/15/2022] Open
Abstract
Three-dimensional (3D) virtual modeling and printing advances individualized medicine and surgery. In congenital cardiac surgery, 3D virtual models and printed prototypes offer advantages of better understanding of complex anatomy, hands-on preoperative surgical planning and emulation, and improved communication within the multidisciplinary team and to patients. We report our single center team-learning experience about the realization and validation of possible clinical benefits of 3D-printed models in surgical planning of complex congenital cardiac surgery. CT-angiography raw data were segmented into 3D-virtual models of the heart-great vessels. Prototypes were 3D-printed as rigid “blood-volume” and flexible “hollow”. The accuracy of the models was evaluated intraoperatively. Production steps were realized in the framework of a clinical/research partnership. We produced 3D prototypes of the heart-great vessels for 15 case scenarios (nine males, median age: 11 months) undergoing complex intracardiac repairs. Parity between 3D models and intraoperative structures was within 1 mm range. Models refined diagnostics in 13/15, provided new anatomic information in 9/15. As a team-learning experience, all complex staged redo-operations (13/15; Aristotle-score mean: 10.64 ± 1.95) were rehearsed on the 3D models preoperatively. 3D-printed prototypes significantly contributed to an improved/alternative operative plan on the surgical approach, modification of intracardiac repair in 13/15. No operative morbidity/mortality occurred. Our clinical/research partnership provided coverage for the extra time/labor and material/machinery not financed by insurance. 3D-printed models provided a team-learning experience and contributed to the safety of complex congenital cardiac surgeries. A clinical/research partnership may open avenues for bioprinting of patient-specific implants.
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48
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Birbara NS, Pather N. Real Or Not Real: The Impact of the Physical Fidelity of Virtual Learning Resources on Learning Anatomy. ANATOMICAL SCIENCES EDUCATION 2021; 14:774-787. [PMID: 33002293 DOI: 10.1002/ase.2022] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/07/2020] [Revised: 09/18/2020] [Accepted: 09/23/2020] [Indexed: 05/22/2023]
Abstract
Technological advancements have made it possible to create realistic virtual representations of the real world, although it is unclear in medical education whether high physical fidelity is required in virtual learning resources (VLRs). This study, therefore, aimed to compare the effectiveness of high-fidelity (HF) and low-fidelity (LF) VLRs for learning anatomy. For this study, HF and LF VLRs were developed for liver anatomy and participants were voluntarily recruited from two cohorts (cohorts 1 and 2). Knowledge outcomes were measured through pre- and post-tests, task outcomes including activity score and completion time were recorded and participants' perceptions of the VLRs were surveyed. A total of 333 participants (165 HF and 168 LF) took part in this study. Knowledge outcomes were higher for the HF activity in cohort 1 and for the LF activity in cohort 2, although not significantly. There were no significant differences in activity score within either cohort, although completion time was significantly longer for the HF activity in cohort 1 (P = 0.001). There were no significant differences within either cohort in perceptions of the VLRs regarding usefulness for reviewing conceptual knowledge, esthetics, quality, mental effort experienced, or future use, although the LF VLR was scored significantly higher regarding the value for understanding in cohort 1 (P = 0.027).This study suggests that high physical fidelity is not necessarily required for anatomy VLRs, although may potentially be valuable for improving knowledge outcomes. Also, level of prior knowledge may be an important factor when considering the physical fidelity of anatomy VLRs.
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Affiliation(s)
- Nicolette S Birbara
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, New South Wales, Australia
| | - Nalini Pather
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, New South Wales, Australia
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Wainman B, Aggarwal A, Birk SK, Gill JS, Hass KS, Fenesi B. Virtual Dissection: An Interactive Anatomy Learning Tool. ANATOMICAL SCIENCES EDUCATION 2021; 14:788-798. [PMID: 33185976 DOI: 10.1002/ase.2035] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/09/2020] [Revised: 10/13/2020] [Accepted: 11/09/2020] [Indexed: 06/11/2023]
Abstract
The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study's objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well.
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Affiliation(s)
- Bruce Wainman
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Akanksha Aggarwal
- Doctor of Medicine Program, Carver College of Medicine, University of Iowa, Iowa City, Iowa
| | - Sapriya K Birk
- Master of Public Health program, Faculty of Health Sciences, Queen's University, Kingston, Ontario, Canada
| | - Jaskaran S Gill
- Doctor of Medicine Program, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Katrina S Hass
- Master of Science in Biomedical Communications Program, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Barbara Fenesi
- Faculty of Education, University of Western Ontario, London, Ontario, Canada
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50
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Altwal J, Wilson CH, Griffon DJ. Applications of 3-dimensional printing in small-animal surgery: A review of current practices. Vet Surg 2021; 51:34-51. [PMID: 34633081 DOI: 10.1111/vsu.13739] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Revised: 08/27/2021] [Accepted: 09/14/2021] [Indexed: 01/25/2023]
Abstract
Three-dimensional (3D) printing, also called rapid prototyping or additive manufacturing, transforms digital images into 3D printed objects, typically by layering consecutive thin films of material. This technology has become increasingly accessible to the public, prompting applications in veterinary surgery. Three-dimensional prints provide direct visualization of complex 3D structures and also haptic feedback relevant to surgery. The main objective of this review is to report current applications of 3D printing in small-animal surgery, including surgical education, preoperative planning, and treatment of tissue defects. The reported uses of 3D prints, their proposed advantages, and current limitations are discussed considering published evidence. Aspects of the manufacturing process specific to each application are described, along with current practices in veterinary surgery.
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Affiliation(s)
- Johnny Altwal
- College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado, USA.,Schmid College of Science and Technology, Chapman University, Orange, California, USA
| | - Caroline H Wilson
- Crean College of Health and Behavioral Sciences, Chapman University, Orange, California, USA
| | - Dominique J Griffon
- College of Veterinary Medicine, Western University of Health Sciences, Pomona, California, USA
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