3D printing the pterygopalatine fossa: a negative space model of a complex structure

Bannon, Ross; Parihar, Shivani; Skarparis, Yiannis; Cezayirli, Enis

doi:10.1007/s00276-017-1916-x

Cited by 21 publications

(18 citation statements)

References 18 publications

(24 reference statements)

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“…Because of its important crossroads of afferent sympathetic and parasympathetic fibers, dental students, radiologists, ophthalmologists, neurosurgeons, and otorhinolaryngologists need to have a firm understanding of the PPF. A recent attempt was made to build a novel 3D printed model of the PPF to indicate its shape (Bannon et al, 2018). However, this "negative space" model did not convey contextual information related to anatomical boundaries, spatial relationships with surrounding structures or the different neurovascular structures running through the fossa (Bannon et al, 2018); outcomes measures of the model as an educational tool were also not examined.…”

Section: Introductionmentioning

confidence: 99%

A Three‐Dimensional Print Model of the Pterygopalatine Fossa Significantly Enhances the Learning Experience

Tanner

Jethwa

Jackson

et al. 2020

Anatomical Sciences Ed

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The pterygopalatine fossa (PPF) is a small bilateral space deep within the skull that acts as a major neurovascular junction between the oral cavity, nasopharynx, orbit, infratemporal fossa, and middle cranial fossa. Because of its important crossroads of afferent sympathetic, and parasympathetic fibers, students, radiologists, ophthalmologists, neurosurgeons, and otorhinolaryngologists need to have a firm understanding of the PPF. However, its small volume, poor accessibility and numerous neurovascular connections make it a difficult space to comprehend using two‐dimensional illustrations and a single cadaveric dissection. We hypothesized that a 3D model of the PPF significantly improves the student's understanding of the PPF's boundaries, its communicating channels, and neurovascular structures as compared to traditional forms of pedagogy by promoting visual and kinesthetic learning experiences. We developed a 3D model of the PPF and an instructional manual describing the model. We evaluated our model by analyzing student performance on pre‐ and post‐quizzes and a student user satisfaction survey based on 5‐point Likert scale. A total of 43 undergraduate students enrolled in pre‐medical and dental schools completed the study; 21 students used a human half‐skull (control group) and 22 students used the 3D model (intervention group). The intervention group performed significantly better on the post‐quiz (p=0.01) when compared to the pre‐quiz; however, the control group did not improve their quiz scores (p=0.17). Surveys also indicated that the model enhanced the learning experience. We conclude that anatomy educational tools such as 3D models that would be easily accessible outside of the laboratory promote student learning ability. Support or Funding Information UT System Shine Academy of Health Science Education Small Grants Program to Drs. Ramaswamy Sharma and Arunabh Bhattacharya This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

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Section: Introductionmentioning

confidence: 99%

A Three‐Dimensional Print Model of the Pterygopalatine Fossa Significantly Enhances the Learning Experience

Tanner

Jethwa

Jackson

et al. 2020

Anatomical Sciences Ed

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“…A base EBSCO não retornou resultados. Dos estudos selecionados, foi visto que grande parte dos modelos criados tinham o intuito de ensinar morfologia aos estudantes (AUGUSTO et al, 2016;BACKHOUSE;TAYLOR;ARMITAGE, 2018;BAGLEY;GALPIN, 2015;BANNON et al, 2018;CANTÍN;MUÑOZ;OLATE, 2015;CHEN et al, 2017;DAVENPORT et al, 2017;GARAS et al, 2018;KONG et al, 2016;LI et al, 2018;LIM et al, 2016;MCMENAMIN et al, 2014;SMITH et al, 2018;) e apenas um dos estudos tinha como objetivo ensinar morfo-funcionalidade (SMITH; JONES, 2018).…”

Section: Impressão 3d No Ensino De Ciências Básicas Da Saúde E Suas Lunclassified

“…Muitas das peças anatômicas foram geradas a partir de dados de tomografia computadorizada, como membro superior e maxilar (MCMENAMIN et al, 2014), segmentos hepáticos (KONG et al, 2016), anatomia cardíaca externa (LIM et al, 2016), estruturas ósseas como o crânio (CHEN et al, 2017), fossa pterigopalatina (BANNON et al, 2018) e demais modelos esqueléticos, incluindo o de animais (LI et al, 2018). Alguns moldes foram criados com o auxílio de um escâner 3D, assim como mostrado por Cantín et al (2015), que usaram para confeccionar dentes, maxilares e mandíbulas, e Backhouse et al 2018, que criaram seu modelo por meio do escaneamento de um crânio humano.…”

Section: Impressão 3d No Ensino De Ciências Básicas Da Saúde E Suas Lunclassified

“…Basicamente, os estudos se propõem a validar as estruturas de duas formas distintas: (1) Validação a partir da comparação dos modelos 3D com a estrutura real a qual ele deriva, (2) Validação dos modelos 3D em sala de aula, verificando a opinião e/ou o desempenho dos alunos após seu uso. Do total de 14 estudos selecionados, seis foram validados da primeira forma (AUGUSTO et al, 2016;BANNON et al, 2018;CANTÍN;MUÑOZ;OLATE, 2015;LI et al, 2018;MCMENAMIN et al, 2014;JONES, 2018) e 8 da segunda (BACKHOUSE; TAYLOR; ARMITAGE, 2018; BAGLEY; GALPIN, 2015;CHEN et al, 2017;DAVENPORT et al, 2017;GARAS et al, 2018;KONG et al, 2016;LIM et al, 2016;SMITH et al, 2018;STREICHER;KINI;STOFF, 2016).…”

Section: Impressão 3d No Ensino De Ciências Básicas Da Saúde E Suas Lunclassified

“…Dos seis estudos que compararam os modelos 3D à sua estrutura de origem, quatro concluíram que o método gera estruturas precisas, ou seja, com características muito semelhantes à original (AUGUSTO et al, 2016;BANNON et al, 2018;CANTÍN;MUÑOZ;OLATE, 2015;MCMENAMIN et al, 2014). No entanto, o estudo de Li et al (2018) verificou que todas as características, exceto o forame nutriente na amostra óssea original, puderam ser identificadas nos modelos digitais e impressos em 3D.…”

Section: Impressão 3d No Ensino De Ciências Básicas Da Saúde E Suas Lunclassified

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Impressão 3D aplicada ao ensino de ciências básicas da saúde: onde estamos e onde queremos chegar

Chaves¹,

Dutra²,

Rocha³

2018

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As ciências básicas da saúde (CBS) consistem na base da formação do profissional de saúde. A sua compreensão exige abstração e capacidade imaginativa, uma vez que lida com processos subcelulares de difícil visualização. Nesse contexto, novas tecnologias como recursos educacionais impressos em 3D (REs 3D) podem auxiliar na sua compreensão. O presente trabalho visa apresentar o atual uso de REs 3D no ensino de CBS e propor atualizações para sua aplicação no ensino de função. O estudo consiste em uma revisão de literatura seguida de opinião com relato de experiência. O uso de REs 3D no ensino de CBS é voltado quase que exclusivamente para morfologia. A adição de tecnologias como microcontroladores e realidade aumentada pode levar os REs 3d ao próximo nível, tornando-os adequados ao ensino de função.

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Effects of the individual three‐dimensional printed craniofacial bones with a quick response code on the skull spatial knowledge of undergraduate medical students

Yang

Tseng

Liu

et al. 2023

Anatomical Sciences Ed

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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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3D printing the pterygopalatine fossa: a negative space model of a complex structure

Cited by 21 publications

References 18 publications

A Three‐Dimensional Print Model of the Pterygopalatine Fossa Significantly Enhances the Learning Experience

A Three‐Dimensional Print Model of the Pterygopalatine Fossa Significantly Enhances the Learning Experience

Impressão 3D aplicada ao ensino de ciências básicas da saúde: onde estamos e onde queremos chegar

Effects of the individual three‐dimensional printed craniofacial bones with a quick response code on the skull spatial knowledge of undergraduate medical students

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