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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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Schlund M, Al-Badri N, Nicot R. Visuospatial abilities and 3D-printed based learning. Surg Radiol Anat 2024; 46:927-931. [PMID: 38652251 DOI: 10.1007/s00276-024-03370-5] [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: 02/09/2024] [Accepted: 04/12/2024] [Indexed: 04/25/2024]
Abstract
PURPOSE The use of 3D-printing in every field of medicine is expanding, notably as an educational tool. The aim of this study was to assess how visuospatial abilities (VSA) of students may impact learning helped with 3D-printed models. METHODS Participants were undergraduate medical school students during their clinical rotation in oral and maxillofacial surgery in two French Universities. Students were included prospectively and consecutively from September 2021 to June 2023. First, a lecture about craniosynostosis was performed with the help of 3D-printed models of craniosynostotic skulls. Then, a mental rotation test (MRT) followed by a multiple-choice questions (MCQs) form about craniosynostosis presentations were submitted to the students. RESULTS Forty undergraduate students were finally included. Median MRT score was 15 (10.75;21) and median score to the MCQs was 13 (11.75;14). There was a significantly weak correlation between the MRT-A score and the score to the MCQs (rs = 0.364; p = 0.022). A simple linear regression was calculated to predict the result to the MCQs on MRT-A score [ (F(1,39) = 281.248; p < 0.0001), with a R2 of 0.878 ]. CONCLUSION This study showed that VSA has an impact on the recognition of complex clinical presentations, i.e. skulls with craniosynostosis. The correlation found between VSA and complex 3D shape recognition after learning aided with 3D-printed model is emphasizing the importance of VSA when using innovative technologies. Thus, VSA training should be envisioned during the curriculum.
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Affiliation(s)
- Matthias Schlund
- Service de Chirurgie Maxillo-Faciale et Stomatologie, Univ. Bordeaux, CHU Bordeaux, INSERM, BioTis, U1026, Bordeaux, 33000, France.
| | - Nour Al-Badri
- Service de Chirurgie Maxillo-Faciale et Stomatologie, Univ. Lille, CHU Lille, Lille, 59000, France
| | - Romain Nicot
- Service de Chirurgie Maxillo-Faciale et Stomatologie, Univ. Lille, CHU Lille, INSERM, U1008 - Advanced Durg Delivery Systems, Lille, 59000, France
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Brumpt E, Bertin E, Gabrion X, Coussens C, Tatu L, Louvrier A. Are 3D-printed anatomical models of the ear effective for teaching anatomy? A comparative pilot study versus cadaveric models. Surg Radiol Anat 2024; 46:103-115. [PMID: 38231228 DOI: 10.1007/s00276-023-03276-8] [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: 09/08/2023] [Accepted: 11/27/2023] [Indexed: 01/18/2024]
Abstract
PURPOSE Despite the combination of chalkboard lectures and cadaveric models, the ear remains a complex anatomical structure that is difficult for medical students to grasp. The aim of this study was to evaluate the contribution of a 3D-printed ear model for educating undergraduate medical students by comparing it with a conventional cadaveric model. METHODS Models of the ear comprising the outer ear, tympanic membrane, ossicles and inner ear were modeled and then 3D-printed at 6:1 and 10:1 scales based on cadaveric dissection and CT, cone-beam CT and micro/nano CT scans. Cadaveric models included two partially dissected dry temporal bones and ossicles. Twenty-four 3rd year medical students were given separate access to cadaveric models (n = 12) or 3D-printed models (n = 12). A pre-test and two post-tests were carried out to assess knowledge (n = 24). A satisfaction questionnaire focusing solely on the 3D-printed model, comprising 17 items assessed on a 5-point Likert scale, was completed by all study participants. A 5-point Likert scale questionnaire comprising four items (realism, color, quality and satisfaction with the 3D-printed ear model) was given to three expert anatomy Professors. RESULTS The test scores on the first post-test were higher for the students who had used the 3D-printed models (p < 0.05). Overall satisfaction among the students and the experts was very high, averaging 4.7 on a 5-point Likert-type satisfaction scale. CONCLUSION This study highlights the overall pedagogical value of a 3D-printed model for learning ear anatomy.
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Affiliation(s)
- Eléonore Brumpt
- Département d'Anatomie, University Franche-Comté, UFRSanté, 19 Rue Ambroise-Paré CS 71806, 25000, Besançon, France.
- Radiologie, CHU Besançon, 25000, Besançon, France.
- Laboratoire Nano MédecineImagerieThérapeutique, University Franche-Comté, EA 4662, 25000, Besançon, France.
| | - Eugénie Bertin
- Département d'Anatomie, University Franche-Comté, UFRSanté, 19 Rue Ambroise-Paré CS 71806, 25000, Besançon, France
- Chirurgie Maxillo-FacialeStomatologie et Odontologie Hospitalière, CHU Besançon, 25000, Besançon, France
| | - Xavier Gabrion
- Département de Mécanique Appliquée, University Franche-Comté, FEMTO-ST, CNRS/UFC/ENSMM/UTBM, 25000, Besançon, France
| | - Camille Coussens
- Plateforme I3DM (Impression 3D Médicale), CHU Besançon, 25000, Besançon, France
| | - Laurent Tatu
- Département d'Anatomie, University Franche-Comté, UFRSanté, 19 Rue Ambroise-Paré CS 71806, 25000, Besançon, France
- Neurologie, CHU Besançon, 25000, Besançon, France
- Laboratoire de Neurosciences Intégratives et Cliniques, University Franche-Comté, EA 481, 25000, Besançon, France
| | - Aurélien Louvrier
- Laboratoire Nano MédecineImagerieThérapeutique, University Franche-Comté, EA 4662, 25000, Besançon, France
- Chirurgie Maxillo-FacialeStomatologie et Odontologie Hospitalière, CHU Besançon, 25000, Besançon, France
- Plateforme I3DM (Impression 3D Médicale), CHU Besançon, 25000, Besançon, France
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