3D Printing Technology Improves Medical Interns' Understanding of Anatomy of Gastrocolic Trunk

Chen, Yigang; Qian, Chunhua; Shen, Ruizhi; Wu, Danping; Bian, Linjie; Qu, Huiheng; Fan, Xiang; Liu, Zhequn; Yang, Li; Xia, Jiazeng

doi:10.1016/j.jsurg.2020.02.031

Cited by 32 publications

(33 citation statements)

References 20 publications

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“…We searched the relevant databases and read the abstracts and full texts of articles found during this search. Seventeen studies were included in the analysis [13,18,19,[24][25][26][27][28][29][30][31][32][33][34][35][36].…”

Section: Characteristics Of the Eligible Studiesmentioning

confidence: 99%

The role of 3D printed models in the teaching of human anatomy: a systematic review and meta-analysis

et al. 2020

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Background Three-dimensional (3D) printing is an emerging technology widely used in medical education. However, its role in the teaching of human anatomy needs further evaluation. Methods PubMed, Embase, EBSCO, SpringerLink, and Nature databases were searched systematically for studies published from January 2011 to April 2020 in the English language. GRADEprofiler software was used to evaluate the quality of literature. In this study, a meta-analysis of continuous and binary data was conducted. Both descriptive and statistical analyses were used. Results Comparing the post-training tests in neuroanatomy, cardiac anatomy, and abdominal anatomy, the standardized mean difference (SMD) of the 3D group and the conventional group were 1.27, 0.37, and 2.01, respectively (p < 0.05). For 3D vs. cadaver and 3D vs. 2D, the SMD were 0.69 and 1.05, respectively (p < 0.05). For answering time, the SMD of the 3D group vs. conventional group was – 0.61 (P < 0.05). For 3D print usefulness, RR = 2.29(P < 0.05). Five of the six studies showed that satisfaction of the 3D group was higher than that of the conventional group. Two studies showed that accuracy of answering questions in the 3D group was higher than that in the conventional group. Conclusions Compared with students in the conventional group, those in the 3D printing group had advantages in accuracy and answering time. In the test of anatomical knowledge, the test results of students in the 3D group were not inferior (higher or equal) to those in the conventional group. The post-training test results of the 3D group were higher than those in the cadaver or 2D group. More students in the 3D printing group were satisfied with their learning compared with the conventional group. The results could be influenced by the quality of the randomized controlled trials. In a framework of ethical rigor, the application of the 3D printing model in human anatomy teaching is expected to grow further.

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Section: Characteristics Of the Eligible Studiesmentioning

confidence: 99%

The role of 3D printed models in the teaching of human anatomy: a systematic review and meta-analysis

et al. 2020

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“…However, the quality evaluation of the literature for this is low as well (Table S1). Six studies investigated the satisfaction of students in the 3D printing and conventional groups with their learning [16,23,25,26] [33,34]. ve of these studies showed that the students' satisfaction in the 3D group was better than the conventional group.…”

Section: Discussionmentioning

confidence: 99%

“…We searched the relevant databases and read the abstracts and full texts of articles found during this search. Seventeen studies were included in the analysis [8,16,17,[21][22][23][24][25][26][27][28][29][30][31][32][33][34].…”

Section: Characteristics Of the Eligible Studiesmentioning

confidence: 99%

“…Ten studies compared 3D printed models with 2D pictures [16,21,23,24,26,28,29,30,31,33]. There were 379 3D printed models in the experimental group and 378 2D pictures in the control group.…”

Section: D Vs 2dmentioning

confidence: 99%

“…Six studies described the level of satisfaction in the 3D printing and conventional groups [16,23,25,26] [ 33,34]. Results from ve studies indicated that students in the 3D printing group were more satis ed compared to students in the conventional group.…”

Section: Satisfactionmentioning

confidence: 99%

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The role of a 3D printed model in the teaching of human anatomy: a meta-analysis

Jiang

Nie

et al. 2020

Preprint

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Background: Three-dimensional (3D) printing is an emerging technology widely used in medical education . However, its role in the teaching of human anatomy needs further evaluation. This st udy compared 3D printed models with conventional models to provide a better understanding of their use in the teaching of anatomy. Methods: PubMed, Embase, EBSCO, SpringerLink, and Nature databases were searched systematically for studies published up to April 2020 in the English language. This study complies with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. In this study, a meta-analysis of continuous and binary data was carried out. Both descriptive and statistical analysis were adopted. Results: In the teaching of human anatomy, compared with students in the conventional group, those in the 3D printing group showed several advantages in performance testing, time consumption, students’ intention, and usefulness. The leave-one-out method further confirmed the stability of the results. Conclusions: Compared with students in the conventional group, those in the 3D printing group had advantages in answering accuracy and answering time. In the test of anatomical knowledge, the test results of students in the 3D group were not inferior to those in the traditional group. Results of the autopsy test in the 3D group were better than those in the cadaver or 2D group. More students in the 3D printing group were satisfied with their learning compared with students in the conventional group. The results were influenced by the quality of randomized controlled trials. In the framework of abiding by ethics, the application of the 3D printing model in human anatomy teaching is worthy of expectation.

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Investigating the effectiveness of three‐dimensionally printed anatomical models compared with plastinated human specimens in learning cardiac and neck anatomy: A randomized crossover study

Mogali

Chandrasekaran

Radzi

et al. 2021

Anatomical Sciences Ed

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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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3D Printing Technology Improves Medical Interns' Understanding of Anatomy of Gastrocolic Trunk

Cited by 32 publications

References 20 publications

The role of 3D printed models in the teaching of human anatomy: a systematic review and meta-analysis

The role of 3D printed models in the teaching of human anatomy: a systematic review and meta-analysis

The role of a 3D printed model in the teaching of human anatomy: a meta-analysis

Investigating the effectiveness of three‐dimensionally printed anatomical models compared with plastinated human specimens in learning cardiac and neck anatomy: A randomized crossover study

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