The Effects of a Functional Three‐dimensional (3D) Printed Knee Joint Simulator in Improving Anatomical Spatial Knowledge

Abstract

In recent decades, three-dimensional (3D) printing as an emerging technology, has been utilized for imparting human anatomy knowledge. However, most 3D printed models are rigid anatomical replicas that are unable to represent dynamic spatial relationships between different anatomical structures. In this study, the data obtained from a computed tomography (CT) scan of a normal knee joint were used to design and fabricate a functional knee joint simulator for anatomical education. Utility of the 3D printed simulator was evaluated in comparison with traditional didactic learning in first-year medical students (n = 35), so as to understand how the functional 3D simulator could assist in their learning of human anatomy. The outcome measure was a quiz comprising 11 multiple choice questions based on locking and unlocking of the knee joint. Students in the simulation group (mean score = 85.03%, ±SD 10.13%) performed significantly better than those in the didactic learning group, P < 0.05 (mean score = 70.71%, ±SD 15.13%), which was substantiated by large effect size, as shown by a Cohen's d value of 1.14. In terms of learning outcome, female students who used 3D printed simulators as learning aids achieved greater improvement in their quiz scores as compared to male students in the same group. However, after correcting for the modality of instruction, the sex of the students did not have a significant influence on the learning outcome. This randomized study has demonstrated that the 3D printed simulator is beneficial for anatomical education and can help in enriching students' learning experience. Anat Sci Educ 12: 610-618.

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

“…3D printing is embraced by students and shows the vitality of new exciting technology. Two studies have investigated the accuracy in answering questions among students in 3D printing groups and conventional groups [32,35]. Students in the 3D printing groups showed more accuracy in answering questions compared with students in the conventional groups ( Supplementary Table ).…”

“…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].…”

“…Two studies investigated the answering accuracy in the 3D printing and conventional groups [32,35]. The two studies are descriptive and do not incorporate data.…”

“…This technology has shown great potential as an educational tool in areas such as autopsy, plasticization, computer simulation, and anatomical models and images [8]. In recent decades, 3D printing has been employed in the teaching of anatomy to medical students [8]. It is feasible to use this technology to produce high-delity models of heart abnormalities.…”

Technology Considerations in Health Professions and Clinical Education

“…In Cai et al (2018) study, 35 first-year medical students were recruited to evaluate the effectiveness of using 3D printed structures to assist in learning human anatomy. Students were assigned to two learning groups, namely the didactic learning group and simulation group.…”