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Chytas D, Noussios G, Salmas M, Demesticha T, Vasiliadis AV, Troupis T. The effectiveness of three-dimensional printing in undergraduate and postgraduate anatomy education: A review of reviews. Morphologie 2024; 108:100759. [PMID: 38215686 DOI: 10.1016/j.morpho.2023.100759] [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: 10/30/2023] [Revised: 12/09/2023] [Accepted: 12/12/2023] [Indexed: 01/14/2024]
Abstract
PURPOSE Several reviews and meta-analyses about the value of three-dimensional (3D) printing in anatomy education have been published in the last years, with variable-and sometimes confusing- outcomes. We performed a review of those reviews, in order to shed light on the results concerning the effectiveness of 3D printing in anatomy education, compared to specific traditional methods and other technologies. METHODS The electronic databases PubMed, ERIC and Cochrane library were searched for reviews or meta-analyses with purpose to investigate the effectiveness of 3D printing in undergraduate and postgraduate anatomy education. RESULTS Seven papers were included: four systematic reviews with meta-analysis, one narrative, one scoping and one systematic review. Overall, it has been shown that 3D printing is more effective than two-dimensional (2D) images for undergraduate health science students, but not for medical residents. Also, it seems to be more effective than 2D methods for teaching anatomy of some relatively complex structures, such as the nervous system. However, there is generally lack of evidence about the effectiveness of 3D printing in comparison with other 3D visualization methods. CONCLUSIONS For students, the effectiveness of 3D printing in anatomy education is higher than 2D methods. There is need for studies to investigate the effectiveness of 3D printing in comparison with other 3D visualization methods, such as cadaveric dissection, prosection and virtual reality. There is also need for research to explore if 3D printing is effective as a supplementary tool in a blended anatomy learning approach.
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Affiliation(s)
- D Chytas
- Department of Physiotherapy, Basic Sciences Laboratory, University of Peloponnese, 20, Plateon Street, 23100 Sparta, Greece; European University of Cyprus, 6, Diogenous Street, 2404 Engomi, Nicosia, Cyprus.
| | - G Noussios
- Department of Physical Education and Sports Sciences of Serres, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
| | - M Salmas
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras Asias Street, 11527 Athens, Greece
| | - T Demesticha
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras Asias Street, 11527 Athens, Greece
| | - A V Vasiliadis
- Department of Orthopaedic Surgery, Sports Trauma Unit, St. Luke's Hospital, Panorama, 55236 Thessaloniki, Greece
| | - T Troupis
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras Asias Street, 11527 Athens, Greece
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Wang J, Li W, Dun A, Zhong N, Ye Z. 3D visualization technology for Learning human anatomy among medical students and residents: a meta- and regression analysis. BMC MEDICAL EDUCATION 2024; 24:461. [PMID: 38671399 PMCID: PMC11055294 DOI: 10.1186/s12909-024-05403-4] [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: 12/04/2023] [Accepted: 04/08/2024] [Indexed: 04/28/2024]
Abstract
BACKGROUND 3D visualization technology applies computers and other devices to create a realistic virtual world for individuals with various sensory experiences such as 3D vision, touch, and smell to gain a more effective understanding of the relationships between real spatial structures and organizations. The purpose of this study was to comprehensively evaluate the effectiveness of 3D visualization technology in human anatomy teaching/training and explore the potential factors that affect the training effects to better guide the teaching of classroom/laboratory anatomy. METHODS We conducted a meta-analysis of randomized controlled studies on teaching human anatomy using 3D visualization technology. We extensively searched three authoritative databases, PubMed, Web of Science, and Embase; the main outcomes were the participants' test scores and satisfaction, while the secondary outcomes were time consumption and enjoyment. Heterogeneity by I² was statistically determined because I²> 50%; therefore, a random-effects model was employed, using data processing software such as RevMan, Stata, and VOSviewer to process data, apply standardized mean difference and 95% confidence interval, and subgroup analysis to evaluate test results, and then conduct research through sensitivity analysis and meta-regression analysis. RESULTS Thirty-nine randomized controlled trials (2,959 participants) were screened and included in this study. The system analysis of the main results showed that compared with other methods, including data from all regions 3D visualization technology moderately improved test scores as well as satisfaction and enjoyment; however, the time that students took to complete the test was not significantly reduced. Meta-regression analysis also showed that regional factorsaffected test scores, whereas other factors had no significant impact. When the literature from China was excluded, the satisfaction and happiness of the 3D virtual-reality group were statistically significant compared to those of the traditional group; however, the test results and time consumption were not statistically significant. CONCLUSION 3D visualization technology is an effective way to improve learners' satisfaction with and enjoyment of human anatomical learning, but it cannot reduce the time required for testers to complete the test. 3D visualization technology may struggle to improve the testers' scores. The literature test results from China are more prone to positive results and affected by regional bias.
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Affiliation(s)
- Junming Wang
- Department of Health Management, The First Affiliated Hospital, Shandong Provincial Qianfoshan Hospital, Shandong First Medical University, 250013, Jinan, Shandong, China
- School of clinical and basic medicine, Shandong First Medical University, Jinan, China
| | - Wenjun Li
- Department of Health Management, The First Affiliated Hospital, Shandong Provincial Qianfoshan Hospital, Shandong First Medical University, 250013, Jinan, Shandong, China
- School of clinical and basic medicine, Shandong First Medical University, Jinan, China
| | - Aishe Dun
- School of Stomatology, Shandong First Medical University, Jinan, China
| | - Ning Zhong
- Department of Health Management, The First Affiliated Hospital, Shandong Provincial Qianfoshan Hospital, Shandong First Medical University, 250013, Jinan, Shandong, China.
| | - Zhen Ye
- Department of Health Management, The First Affiliated Hospital, Shandong Provincial Qianfoshan Hospital, Shandong First Medical University, 250013, Jinan, Shandong, China.
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Salmas M, Noussios G, Paraskevas G, Demesticha T, Chytas D. Letter to the Editor regarding: "3D Printed Cardiac Models as an Adjunct to Traditional Teaching of Anatomy in Congenital Heart Disease-A Randomised Controlled Study" by Tarca et al. Heart Lung Circ. 2023;32:1443-50. Heart Lung Circ 2024; 33:e27-e28. [PMID: 38702136 DOI: 10.1016/j.hlc.2024.01.025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2023] [Accepted: 01/28/2024] [Indexed: 05/06/2024]
Affiliation(s)
- Marios Salmas
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras Asias Str., 11527, Athens, Greece
| | - George Noussios
- Department of Physical Education and Sports Sciences of Serres, Aristotle University of Thessaloniki, 54124, Thessaloniki, Greece
| | - Georgios Paraskevas
- Department of Anatomy and Surgical Anatomy, Faculty of Health Sciences, Medical School, Aristotle University of Thessaloniki, 54124, Thessaloniki, Greece
| | - Theano Demesticha
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras Asias Str., 11527, Athens, Greece
| | - Dimitrios Chytas
- Basic Sciences Laboratory, Department of Physiotherapy, University of Peloponnese, 20, Plateon Str., 23100, Sparta, Greece; European University of Cyprus, Engomi, Nicosia, Cyprus.
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Yim D. Reply to Letter to the Editor regarding: "3D Printed Cardiac Models as an Adjunct to Traditional Teaching of Anatomy in Congenital Heart Disease-A Randomised Controlled Study". Heart Lung Circ 2024; 33:e29-e30. [PMID: 38702137 DOI: 10.1016/j.hlc.2024.02.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/06/2024]
Affiliation(s)
- Deane Yim
- Children's Cardiac Centre, Perth Children's Hospital, Perth, WA, Australia.
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Cheung RCC, Yang J, Fang C, Leung MF, Bridges SM, Tipoe GL. Show them what they can't see! An evaluation of the use of customized 3D printed models in head and neck anatomy. ANATOMICAL SCIENCES EDUCATION 2024; 17:379-395. [PMID: 38095147 DOI: 10.1002/ase.2361] [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: 06/05/2023] [Revised: 07/21/2023] [Accepted: 11/13/2023] [Indexed: 12/22/2023]
Abstract
Difficulty in visualizing anatomical structures has been identified as a challenge in anatomy learning and the emergence of three-dimensional printed models (3DPMs) offers a potential solution. This study evaluated the effectiveness of 3DPMs for learning the arterial supply of the head and neck region. One hundred eighty-four undergraduate medical students were randomly assigned to one of four learning modalities including wet specimen, digital model, 3DPM, and textbook image. Posttest scores indicated that all four modalities supported participants' knowledge acquisition, most significantly in the wet specimen group. While the participants rated 3DPMs lower for helping correct identification of structures than wet specimens, they praised 3DPMs for their ability to demonstrate topographical relationships between the arterial supply and adjacent structures. The data further suggested that the biggest limitation of the 3DPMs was their simplicity, thus making it more difficult for users to recognize the equivalent structures on the wet specimens. It was concluded that future designs of 3DPMs will need to consider the balance between the ease of visualization of anatomical structures and the degree of complexity required for successful transfer of learning. Overall, this study presented some conflicting evidence of the favorable outcomes of 3DPMs reported in other similar studies. While effective for anatomy learning as a standalone modality, educators must identify the position 3DPM models hold relative to other modalities in the continuum of undergraduate anatomy education in order to maximize their advantages for students.
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Affiliation(s)
| | - Jian Yang
- School of Biomedical Sciences, LKS Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Christian Fang
- Department of Orthopaedics and Traumatology, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Man Fai Leung
- Department of Orthopaedics and Traumatology, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Susan M Bridges
- Centre for the Enhancement of Teaching and Learning, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - George L Tipoe
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, the University of Hong Kong, Hong Kong, Hong Kong
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Brumpt E, Bertin E, Tatu L, Louvrier A. 3D printing as a pedagogical tool for teaching normal human anatomy: a systematic review. BMC MEDICAL EDUCATION 2023; 23:783. [PMID: 37864193 PMCID: PMC10589929 DOI: 10.1186/s12909-023-04744-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2023] [Accepted: 10/03/2023] [Indexed: 10/22/2023]
Abstract
BACKGROUND Three-dimensional-printed anatomical models (3DPAMs) appear to be a relevant tool due to their educational value and their feasibility. The objectives of this review were to describe and analyse the methods utilised for creating 3DPAMs used in teaching human anatomy and for evaluating its pedagogical contribution. METHODS An electronic search was conducted on PubMed using the following terms: education, school, learning, teaching, learn, teach, educational, three-dimensional, 3D, 3-dimensional, printing, printed, print, anatomy, anatomical, anatomically, and anatomic. Data retrieved included study characteristics, model design, morphological evaluation, educational performance, advantages, and disadvantages. RESULTS Of the 68 articles selected, the cephalic region was the most studied (33 articles); 51 articles mentioned bone printing. In 47 articles, the 3DPAM was designed from CT scans. Five printing processes were listed. Plastic and its derivatives were used in 48 studies. The cost per design ranged from 1.25 USD to 2800 USD. Thirty-seven studies compared 3DPAM to a reference model. Thirty-three articles investigated educational performance. The main advantages were visual and haptic qualities, effectiveness for teaching, reproducibility, customizability and manipulability, time savings, integration of functional anatomy, better mental rotation ability, knowledge retention, and educator/student satisfaction. The main disadvantages were related to the design: consistency, lack of detail or transparency, overly bright colours, long printing time, and high cost. CONCLUSION This systematic review demonstrates that 3DPAMs are feasible at a low cost and effective for teaching anatomy. More realistic models require access to more expensive 3D printing technologies and substantially longer design time, which would greatly increase the overall cost. Choosing an appropriate image acquisition modality is key. From a pedagogical viewpoint, 3DPAMs are effective tools for teaching anatomy, positively impacting the learning outcomes and satisfaction level. The pedagogical effectiveness of 3DPAMs seems to be best when they reproduce complex anatomical areas, and they are used by students early in their medical studies.
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Affiliation(s)
- Eléonore Brumpt
- University of Franche-Comté, 19 rue Ambroise Paré, Besançon, 25000, France.
- Radiologie, CHU de Besançon, Besançon, 25000, France.
- Laboratoire Nano Médecine, Imagerie, Thérapeutique, EA 4662, University of Franche-Comté, 16 Route de Gray, Besançon, F-25000, France.
- Anatomy Department, UFR Santé, 19 Rue Ambroise Paré, CS 71806, Besançon, F25030, France.
| | - Eugénie Bertin
- University of Franche-Comté, 19 rue Ambroise Paré, Besançon, 25000, France
- Chirurgie Maxillo-Faciale, Stomatologie Et Odontologie Hospitalière, CHU de Besançon, Besançon, 25000, France
| | - Laurent Tatu
- University of Franche-Comté, 19 rue Ambroise Paré, Besançon, 25000, France
- Neurologie, CHU de Besançon, Besançon, 25000, France
- Laboratoire de Neurosciences Intégratives Et Cliniques, University Franche-Comté, EA 481, Besançon, F-25000, France
| | - Aurélien Louvrier
- University of Franche-Comté, 19 rue Ambroise Paré, Besançon, 25000, France
- Chirurgie Maxillo-Faciale, Stomatologie Et Odontologie Hospitalière, CHU de Besançon, Besançon, 25000, France
- Plateforme I3DM (Impression 3D Médicale), CHU Besançon, Besançon, 25000, France
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To G, Hawke JA, Larkins K, Burke G, Costello DM, Warrier S, Mohan H, Heriot A. A systematic review of the application of 3D-printed models to colorectal surgical training. Tech Coloproctol 2023; 27:257-270. [PMID: 36738361 DOI: 10.1007/s10151-023-02757-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/01/2022] [Accepted: 01/22/2023] [Indexed: 02/05/2023]
Abstract
BACKGROUND The aim of this review was to explore the role of three-dimensional (3D) printing in colorectal surgical education and procedural simulation, and to assess the effectiveness of 3D-printed models in anatomic and operative education in colorectal surgery. METHODS A systematic review of the literature was performed following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to identify relevant publications relating to the use of 3D-printed models in colorectal surgery in an educational context. The search encompassed OVID Medline, Web of Science and EMBASE including papers in English published from 1 January 1995 to 1 January 2023. A total of 1018 publications were screened, and 5 met the criteria for inclusion in this review. RESULTS Four distinct 3D models were described across five studies. Two models demonstrated objective benefits in the use of 3D-printed models in anatomical education in academic outcomes at all levels of learner medical experience and were well accepted by learners. One model utilised for preoperative visualisation demonstrated improved operative outcomes in complete mesocolic excision compared with preoperative imaging review, with a 22.1% reduction in operative time (p < 0.001), 9.2% reduction in surgical duration (p = 0.035) and 37.3% reduction in intraoperative bleeding volume amongst novice surgeons (p < 0.01). Technical simulation has been demonstrated in a feasibility context in one model but remains limited in scope and application on account of the characteristics of available printing materials. CONCLUSIONS 3D printing is well accepted and effective for anatomic education and preoperative procedural planning amongst colorectal surgeons, trainees and medical students but remains a technology in the early stages of its possible application. Technological advancements are required to improve the tissue realism of 3D-printed organ models to achieve greater fidelity and provide realistic colorectal surgical simulations.
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Affiliation(s)
- Gloria To
- The University of Melbourne, Parkville, VIC, Australia
| | - Justin A Hawke
- Division of Cancer Surgery, Peter MacCallum Cancer Centre, Victorian Comprehensive Cancer Centre, Melbourne, VIC, Australia.
| | - Kirsten Larkins
- The University of Melbourne, Parkville, VIC, Australia
- Division of Cancer Surgery, Peter MacCallum Cancer Centre, Victorian Comprehensive Cancer Centre, Melbourne, VIC, Australia
| | - Grace Burke
- International Medical Robotics Academy, North Melbourne, VIC, Australia
| | | | - Satish Warrier
- The University of Melbourne, Parkville, VIC, Australia
- Division of Cancer Surgery, Peter MacCallum Cancer Centre, Victorian Comprehensive Cancer Centre, Melbourne, VIC, Australia
- International Medical Robotics Academy, North Melbourne, VIC, Australia
| | - Helen Mohan
- The University of Melbourne, Parkville, VIC, Australia
- Division of Cancer Surgery, Peter MacCallum Cancer Centre, Victorian Comprehensive Cancer Centre, Melbourne, VIC, Australia
| | - Alexander Heriot
- The University of Melbourne, Parkville, VIC, Australia
- Division of Cancer Surgery, Peter MacCallum Cancer Centre, Victorian Comprehensive Cancer Centre, Melbourne, VIC, Australia
- International Medical Robotics Academy, North Melbourne, VIC, Australia
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Chytas D, Salmas M, Demesticha T, Troupis T. Technological resources in anatomy education: Are there any which are worth the effort more than others? ANATOMICAL SCIENCES EDUCATION 2023; 16:187-188. [PMID: 36524284 DOI: 10.1002/ase.2242] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/21/2022] [Revised: 11/29/2022] [Accepted: 11/29/2022] [Indexed: 06/17/2023]
Affiliation(s)
- Dimitrios Chytas
- Basic Sciences Laboratory, Department of Physiotherapy, University of Peloponnese, Sparta, Greece
| | - Marios Salmas
- Department of Anatomy, School of Medicine, Faculty of Health Sciences, National and Kapodistrian University of Athens, Athens, Greece
| | - Theano Demesticha
- Department of Anatomy, School of Medicine, Faculty of Health Sciences, National and Kapodistrian University of Athens, Athens, Greece
| | - Theodore Troupis
- Department of Anatomy, School of Medicine, Faculty of Health Sciences, National and Kapodistrian University of Athens, Athens, Greece
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Ye Z, Jiang H, Bai S, Wang T, Yang D, Hou H, Zhang Y, Yi S. Meta-analyzing the efficacy of 3D printed models in anatomy education. Front Bioeng Biotechnol 2023; 11:1117555. [PMID: 36890917 PMCID: PMC9986435 DOI: 10.3389/fbioe.2023.1117555] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Accepted: 02/09/2023] [Indexed: 02/22/2023] Open
Abstract
Three-dimensional printing models (3DPs) have been widely used in medical anatomy training. However, the 3DPs evaluation results differ depending on such factors as the training objects, experimental design, organ parts, and test content. Thus, this systematic evaluation was carried out to better understand the role of 3DPs in different populations and different experimental designs. Controlled (CON) studies of 3DPs were retrieved from PubMed and Web of Science databases, where the participants were medical students or residents. The teaching content is the anatomical knowledge of human organs. One evaluation indicator is the mastery of anatomical knowledge after training, and the other is the satisfaction of participants with 3DPs. On the whole, the performance of the 3DPs group was higher than that of the CON group; however, there was no statistical difference in the resident subgroup, and there was no statistical difference for 3DPs vs. 3D visual imaging (3DI). In terms of satisfaction rate, the summary data showed that the difference between the 3DPs group (83.6%) vs. the CON group (69.6%) (binary variable) was not statistically significant, with p > 0.05. 3DPs has a positive effect on anatomy teaching, although there are no statistical differences in the performance tests of individual subgroups; participants generally had good evaluations and satisfaction with 3DPs. 3DPs still faces challenges in production cost, raw material source, authenticity, durability, etc. The future of 3D-printing-model-assisted anatomy teaching is worthy of expectation.
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Affiliation(s)
- Zhen Ye
- School of clinical and basic medicine, The Second Affiliated Hospital of Shandong First Medical University, Tai'an, China
| | - Hanming Jiang
- School of clinical and basic medicine, The Second Affiliated Hospital of Shandong First Medical University, Tai'an, China
| | - Suyun Bai
- School of clinical and basic medicine, The Second Affiliated Hospital of Shandong First Medical University, Tai'an, China
| | - Tao Wang
- School of clinical and basic medicine, The Second Affiliated Hospital of Shandong First Medical University, Tai'an, China
| | - Duxiao Yang
- School of clinical and basic medicine, The Second Affiliated Hospital of Shandong First Medical University, Tai'an, China
| | - Haifeng Hou
- School of Public Health, Shandong First Medical University and Shandong Academy of Medical Sciences, Tai'an, China
| | - Yuanying Zhang
- School of clinical and basic medicine, The Second Affiliated Hospital of Shandong First Medical University, Tai'an, China
| | - Shuying Yi
- School of clinical and basic medicine, The Second Affiliated Hospital of Shandong First Medical University, Tai'an, China
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Chytas D, Salmas M, Demesticha T, Troupis T. Three-dimensional printing in anatomy education: Is it similarly useful for teaching of all anatomical regions and structures? ANATOMICAL SCIENCES EDUCATION 2023; 16:5-6. [PMID: 35946089 DOI: 10.1002/ase.2216] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/04/2022] [Revised: 07/24/2022] [Accepted: 08/03/2022] [Indexed: 06/15/2023]
Affiliation(s)
- Dimitrios Chytas
- Basic Sciences Laboratory, Department of Physiotherapy, University of Peloponnese, Sparta, Greece
| | - Marios Salmas
- Department of Anatomy, School of Medicine, Faculty of Health Sciences, National and Kapodistrian University of Athens, Athens, Greece
| | - Theano Demesticha
- Department of Anatomy, School of Medicine, Faculty of Health Sciences, National and Kapodistrian University of Athens, Athens, Greece
| | - Theodore Troupis
- Department of Anatomy, School of Medicine, Faculty of Health Sciences, National and Kapodistrian University of Athens, Athens, Greece
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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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Rehman M, Arsenault L, Javan R. Organs in Color: Utilizing Free Software and Emerging Multi Jet Fusion Technology to Color and Surface Label 3D-Printed Anatomical Models. J Digit Imaging 2022; 35:1611-1622. [PMID: 35711071 PMCID: PMC9712840 DOI: 10.1007/s10278-022-00656-1] [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: 12/12/2021] [Revised: 04/30/2022] [Accepted: 05/08/2022] [Indexed: 10/18/2022] Open
Abstract
3D printing (3DP) is a rapidly evolving innovative technology that has already been utilized for the development of educational anatomic models. Until recently, it was difficult and tedious to create multi-colored models and especially labels due to technological constraints. In this technical note, a comprehensive guide for creating labeled and color-coded anatomic models was created using free software, Blender. We have composed a step-by-step process for taking an existing 3D model and adding labeling and color that is compatible with modern high-quality 3D printing technologies (Multi Jet Fusion). We provided colored and labeled 3D renderings of the surface anatomy of the brain, ventricular system of the brain, the segments of the liver, and coronary arteries as examples of the diverse potential of this technology. Additionally, we 3D printed actual models of the surface anatomy of the brain and ventricles of the brain using HP Multi Jet Fusion to demonstrate the potential of this technology in the creation of anatomic models.
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Affiliation(s)
- Muhammad Rehman
- George Washington University of Health Sciences and School of Medicine, Washington, DC 20037 USA
| | - Lauren Arsenault
- George Washington University of Health Sciences and School of Medicine, Washington, DC 20037 USA
| | - Ramin Javan
- Department of Radiology, George Washington University Hospital, 900 23rd St NW, Suite G2092, Washington, DC 20037 USA
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Asghar A, Naaz S, Patra A, Ravi KS, Khanal L. Effectiveness of 3D-printed models prepared from radiological data for anatomy education: A meta-analysis and trial sequential analysis of 22 randomized, controlled, crossover trials. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:353. [PMID: 36567994 PMCID: PMC9768753 DOI: 10.4103/jehp.jehp_199_22] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Accepted: 07/06/2022] [Indexed: 06/01/2023]
Abstract
BACKGROUND Many academicians suggested the supplementary use of 3D-printed models reconstructed from radiological images for optimal anatomy education. 3D-printed model is newer technology available to us. The purpose of this systematic review was to capture the usefulness or effectiveness of this newer technology in anatomy education. MATERIALS AND METHODS Twenty-two studies met the inclusion and exclusion criteria for quantitative synthesis. The included studies were sub-grouped according to the interventions and participants. No restrictions were applied based on geographical location, language and publication years. Randomized, controlled trial, cross-sectional and cross-over designs were included. The effect size of each intervention in both participants was computed as a standardized mean difference (SMD). RESULTS Twenty-two randomized, controlled trials were included for quantitative estimation of effect size of knowledge acquisition as standardized mean difference in 1435 participants. The pooled effect size for 3D-printed model was 0.77 (0.45-1.09, 95% CI, P < 0.0001) with 86% heterogeneity. The accuracy score was measured in only three studies and estimated effect size was 2.81 (1.08-4.54, 95% CI, P = 0.001) with 92% heterogeneity. The satisfaction score was examined by questionnaire in 6 studies. The estimated effect size was 2.00 (0.69-3.32, 95% CI, P = 0.003) with significant heterogeneity. CONCLUSION The participants exposed to the 3D-printed model performed better than participants who used traditional methodologies. Thus, the 3D-printed model is a potential tool for anatomy education.
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Affiliation(s)
- Adil Asghar
- Department of Anatomy, All India Institute of Medical Sciences, Patna, Bihar, India
| | - Shagufta Naaz
- Department of Anaesthesiology, All India Institute of Medical Sciences, Patna, Bihar, India
| | - Apurba Patra
- Department of Anatomy, All India Institute of Medical Sciences, Bathinda, Punjab, India
| | - Kumar S. Ravi
- Department of Anatomy, All India Institute of Medical Sciences Rishikesh, Uttarakhand, India
| | - Laxman Khanal
- Department of Anatomy, BP Koirala Institute of Health Sciences, Nepal
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Schlegel L, Ho M, Fields JM, Backlund E, Pugliese R, Shine KM. Standardizing evaluation of patient-specific 3D printed models in surgical planning: development of a cross-disciplinary survey tool for physician and trainee feedback. BMC MEDICAL EDUCATION 2022; 22:614. [PMID: 35953840 PMCID: PMC9373487 DOI: 10.1186/s12909-022-03581-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/01/2022] [Accepted: 06/22/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND 3D printed models are becoming increasingly popular in healthcare as visual and tactile tools to enhance understanding of anatomy and pathology in medical trainee education, provide procedural simulation training, and guide surgical procedures. Patient-specific 3D models are currently being used preoperatively for trainee medical education in planning surgical approaches and intraoperatively to guide decision-making in several specialties. Our study group utilized a modified Delphi process to create a standardized assessment for trainees using patient-specific 3D models as a tool in medical education during pre-surgical planning. METHODS A literature review was conducted to identify survey questions administered to clinicians in published surgical planning studies regarding the use of patient-specific 3D models. A core study team reviewed these questions, removed duplicates, categorized them, mapped them to overarching themes, and, where applicable, modified individual questions into a form generalizable across surgical specialties. The core study panel included a physician, physician-scientist, social scientist, engineer/medical student, and 3D printing lab manager. A modified Delphi process was then used to solicit feedback on the clarity and relevance of the individual questions from an expert panel consisting of 12 physicians from specialties including anesthesiology, emergency medicine, radiology, urology, otolaryngology, and obstetrics/gynecology. When the Radiological Society of North America (RSNA)/American College of Radiology (ACR) 3D Printing Registry Data Dictionary was released, additional survey questions were reviewed. A final cross-disciplinary survey of the utility of 3D printed models in surgical planning medical education was developed. RESULTS The literature review identified 100 questions previously published in surveys assessing patient-specific 3D models for surgical planning. Following the review, generalization, and mapping of survey questions from these studies, a list of 24 questions was generated for review by the expert study team. Five additional questions were identified in the RSNA/ACR 3D Printing Registry Data Dictionary and included for review. A final questionnaire consisting of 20 questions was developed. CONCLUSIONS As 3D printed models become more common in medical education, the need for standardized assessment is increasingly essential. The standardized questionnaire developed in this study reflects the interests of a variety of stakeholders in patient-specific 3D models across disciplines.
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Affiliation(s)
- Lauren Schlegel
- Jefferson Health Design Lab, 925 Chestnut Street Basement Level, Philadelphia, PA, 19107, USA.
- Sidney Kimmel Medical College of Thomas Jefferson University, 1025 Walnut Street, College Building, Suite 100, Philadelphia, PA, 19107, USA.
| | - Michelle Ho
- Jefferson Health Design Lab, 925 Chestnut Street Basement Level, Philadelphia, PA, 19107, USA
- Department of Medicine, Pennsylvania Hospital, University of Pennsylvania Health System, 800 Spruce Street, Philadelphia, PA, 19107, USA
| | - J Matthew Fields
- Department of Emergency Medicine, Thomas Jefferson University Hospitals, 1020 Sansom Street, Thompson Building, Suite 239, Philadelphia, PA, 19107, USA
| | - Erik Backlund
- Jefferson Health Design Lab, 925 Chestnut Street Basement Level, Philadelphia, PA, 19107, USA
| | - Robert Pugliese
- Jefferson Health Design Lab, 925 Chestnut Street Basement Level, Philadelphia, PA, 19107, USA
- Innovation Pillar, Thomas Jefferson University Hospitals, 925 Chestnut Street, Suite 110, Philadelphia, PA, 19107, USA
| | - Kristy M Shine
- Jefferson Health Design Lab, 925 Chestnut Street Basement Level, Philadelphia, PA, 19107, USA
- Sidney Kimmel Medical College of Thomas Jefferson University, 1025 Walnut Street, College Building, Suite 100, Philadelphia, PA, 19107, USA
- Department of Emergency Medicine, Thomas Jefferson University Hospitals, 1020 Sansom Street, Thompson Building, Suite 239, Philadelphia, PA, 19107, USA
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Streith L, Cadili L, Wiseman SM. Evolving anatomy education strategies for surgical residents: A scoping review. Am J Surg 2022; 224:681-693. [PMID: 35180995 DOI: 10.1016/j.amjsurg.2022.02.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Revised: 01/26/2022] [Accepted: 02/07/2022] [Indexed: 12/31/2022]
Abstract
INTRODUCTION Dedicated anatomy educational time in medical schools has decreased significantly, disproportionately affecting surgical residents. In this scoping review, we aim to consolidate existing evidence, describe ongoing research, and highlight future directions for surgical anatomy education. METHODS Two independent investigators searched MEDLINE, EMBASE, and the Cochrane library, for educational interventions targeting anatomy knowledge in surgical residents. English articles until October 28, 2021, were reviewed. RESULTS 1135 abstracts were considered, and 59 (5.2%) included. Agreement on inclusion was excellent (k = 0.90). The majority were single-cohort studies (53%) and prospective cohort studies (17%). The most common disciplines were General Surgery (17%) and Obstetrics and Gynecology (17%). DISCUSSION Cadavers consistently produce positive knowledge gains and are heavily favored by residents. They remain the educational method to which new educational models are compared. New technologies do not yet match cadaver fidelity. Research showing knowledge translation from cadaver labs to patient outcomes remains limited.
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Affiliation(s)
- Lucas Streith
- Department of Surgery, St. Paul's Hospital & University of British Columbia, C303-1081 Burrard Street, Vancouver, Canada
| | - Lina Cadili
- Department of Surgery, St. Paul's Hospital & University of British Columbia, C303-1081 Burrard Street, Vancouver, Canada
| | - Sam M Wiseman
- Department of Surgery, St. Paul's Hospital & University of British Columbia, C303-1081 Burrard Street, Vancouver, Canada.
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Asif A, Lee E, Caputo M, Biglino G, Shearn AIU. Role of 3D printing technology in paediatric teaching and training: a systematic review. BMJ Paediatr Open 2021; 5:10.1136/bmjpo-2021-001050. [PMID: 35290958 PMCID: PMC8655595 DOI: 10.1136/bmjpo-2021-001050] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Accepted: 05/15/2021] [Indexed: 11/04/2022] Open
Abstract
BACKGROUND In the UK, undergraduate paediatric training is brief, resulting in trainees with a lower paediatric knowledge base compared with other aspects of medicine. With congenital conditions being successfully treated at childhood, adult clinicians encounter and will need to understand these complex pathologies. Patient-specific 3D printed (3DP) models have been used in clinical training, especially for rarer, complex conditions. We perform a systematic review to evaluate the evidence base in using 3DP models to train paediatricians, surgeons, medical students and nurses. METHODS Online databases PubMed, Web of Science and Embase were searched between January 2010 and April 2020 using search terms relevant to "paediatrics", "education", "training" and "3D printing". Participants were medical students, postgraduate trainees or clinical staff. Comparative studies (patient-specific 3DP models vs traditional teaching methods) and non-comparative studies were included. Outcomes gauged objective and subjective measures: test scores, time taken to complete tasks, self-reported confidence and personal preferences on 3DP models. If reported, the cost of and time taken to produce the models were noted. RESULTS From 587 results, 15 studies fit the criteria of the review protocol, with 5/15 being randomised controlled studies and 10/15 focussing on cardiovascular conditions. Participants using 3DP models demonstrated improved test scores and faster times to complete procedures and identify anatomical landmarks compared with traditional teaching methods (2D diagrams, lectures, videos and supervised clinical events). User feedback was positive, reporting greater user self-confidence in understanding concepts with users wishing for integrated use of 3DP in regular teaching. Four studies reported the costs and times of production, which varied depending on model complexity and printer. 3DP models were cheaper than 'off-the-shelf' models available on the market and had the benefit of using real-world pathologies. These mostly non-randomised and single-centred studies did not address bias or report long-term or clinically translatable outcomes. CONCLUSIONS 3DP models were associated with greater user satisfaction and good short-term educational outcomes, with low-quality evidence. Multicentred, randomised studies with long-term follow-up and clinically assessed outcomes are needed to fully assess their benefits in this setting. PROSPERO REGISTRATION NUMBER CRD42020179656.
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Affiliation(s)
- Ashar Asif
- Bristol Medical School, University of Bristol, Bristol, UK
| | - Elgin Lee
- Children's Services Directorate, Newcastle Upon Tyne Hospitals NHS Foundation Trust, Newcastle Upon Tyne, UK
| | - Massimo Caputo
- Bristol Medical School, University of Bristol, Bristol, UK.,Bristol Heart Institute, University Hospitals Bristol and Weston NHS Trust, Bristol, UK
| | - Giovanni Biglino
- Bristol Heart Institute, University Hospitals Bristol and Weston NHS Trust, Bristol, UK.,National Heart and Lung Institute, Imperial College London, London, UK
| | - Andrew Ian Underwood Shearn
- Bristol Medical School, University of Bristol, Bristol, UK .,Bristol Heart Institute, University Hospitals Bristol and Weston NHS Trust, Bristol, UK
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McConnell SEA, Mooney CJ. A Crocheted Model Activity for Teaching Embryonic Lateral Folding to Medical Students. ANATOMICAL SCIENCES EDUCATION 2021; 14:666-674. [PMID: 33590922 DOI: 10.1002/ase.2062] [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: 07/10/2020] [Revised: 01/11/2021] [Accepted: 02/12/2021] [Indexed: 06/12/2023]
Abstract
Knowledge of embryology is foundational for understanding normal anatomy and birth defects, yet, embryology is a notoriously difficult subject for medical students. Embryonic lateral folding in particular is one of the most challenging concepts in embryology. Highly effective teaching methods that promote active engagement with dynamic, three-dimensional models may be helpful for teaching this content. The aim of this study was to determine whether a hands-on modeling activity utilizing premade crocheted pieces constructed from durable, inexpensive yarn helped medical students enrolled in a pre-matriculation course to understand embryonic lateral folding. Change in knowledge was assessed using a pre-post design. Students also completed subjective evaluations regarding their satisfaction with the activity. Quiz scores in means (±SD) increased from 62.7 (±24.1) % before the activity to 77.0 (±17.1) % after the activity (P = 0.0495, two-tailed paired t test; d = 0.68). Generally, students reported that the activity was helpful and enjoyable, and the model pieces were easy to manipulate. These promising results suggest that hands-on activities with dynamic, three-dimensional models constitute an effective method for teaching embryology.
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Affiliation(s)
- Sarah E A McConnell
- Department of Neuroscience, School of Medicine and Dentistry, University of Rochester, Rochester, New York
| | - Christopher J Mooney
- Department of Medicine, School of Medicine and Dentistry, University of Rochester, Rochester, New York
- Department of Public Health Sciences, School of Medicine and Dentistry, University of Rochester, Rochester, New York
- Department of Medical Humanities and Bioethics, School of Medicine and Dentistry, University of Rochester, Rochester, New York
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Kwan SW, Lee CI. Data, Distilled. J Am Coll Radiol 2020; 17:1197-1198. [PMID: 33012374 DOI: 10.1016/j.jacr.2020.08.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2020] [Accepted: 08/14/2020] [Indexed: 10/23/2022]
Affiliation(s)
- Sharon W Kwan
- Vice Chair of Wellness and Engagement, Professor, Department of Radiology and Imaging Sciences, University of Utah, Salt Lake City, Utah
| | - Christoph I Lee
- Professor, Department of Radiology, University of Washington School of Medicine, Seattle, Washington; Adjunct Professor, Department of Health Services, University of Washington School of Public Health, Seattle, Washington; and the Hutchinson Institute for Cancer Outcomes Research, Fred Hutchinson Research Cancer Center, Seattle, Washington
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