Three‐dimensional printing in anatomy education: Is it similarly useful for teaching of all anatomical regions and structures?

Chytas, Dimitrios; Salmas, Marios; Demesticha, Theano; Troupis, Theodore

doi:10.1002/ase.2216

Cited by 7 publications

(5 citation statements)

References 15 publications

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“…In their meta-analysis, Salazar and colleagues conclude that the use of 3DPAMs specifically improves the understanding of complex anatomical structures [ 17 ]. This concept is consistent with a letter to the editor by Chytas [ 88 ]. Certain anatomical areas that are considered less complex would not require the use of 3DPAMs, while more complex anatomical areas such as the neck or nervous system would be a reasonable choices for 3DPAMs.…”

Section: Discussionsupporting

confidence: 90%

3D printing as a pedagogical tool for teaching normal human anatomy: a systematic review

Brumpt,

Bertin,

Tatu

et al. 2023

BMC Med Educ

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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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Section: Discussionsupporting

confidence: 90%

3D printing as a pedagogical tool for teaching normal human anatomy: a systematic review

Brumpt,

Bertin,

Tatu

et al. 2023

BMC Med Educ

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“…The educational arena has also witnessed a paradigm shift with the integration o AM [26][27][28]. The creation of detailed and accurate 3D models of human anatomy ha…”

Section: Discussionmentioning

confidence: 99%

“…The educational arena has also witnessed a paradigm shift with the integration of AM [26][27][28]. The creation of detailed and accurate 3D models of human anatomy has become an invaluable tool for teaching both students and experienced medical professionals.…”

Section: Discussionmentioning

confidence: 99%

Additive Manufacturing for Surgical Planning and Education: A Review

Kantaros,

Petrescu,

Abdoli

et al. 2024

Applied Sciences

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Additive manufacturing has been widely used in various industries, including the healthcare sector. Over the last few decades, AM has been playing an important role in the medical field in different areas, including surgical planning, implants, and educational activities. For surgical applications, AM can help surgeons practice and plan an operation until they are confident with the process. This can help to reduce operational risk and time. In addition, it can help to demonstrate the problem to other colleagues. AM has also been used to produce 3D models to teach students and doctors about human anatomy. This paper aims to comprehensively review the diverse applications of additive manufacturing within the domains of surgical planning and medical education. By focusing on the multifaceted roles played by AM in these critical areas, a contribution to the growing body of knowledge that underscores the transformative potential of this technology in shaping the future of healthcare practices is sought to be made.

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“…An interesting question recently emerged and asked if 3DPMs are similarly useful for teaching all anatomical regions, in response to previous studies showing insignificant findings concerned relatively “simple” structures thus suggesting 3DPMs are more effective than other learning modalities in the anatomy of advanced difficulty (Chytas et al., 2023). Significant findings were observed in several studies focusing on craniofacial abnormalities such as craniosynostosis (Al‐Badri et al., 2022) and zygomatic bone fracture (Nicot et al., 2022).…”

Section: Introductionmentioning

confidence: 99%

Show them what they can't see! An evaluation of the use of customized 3D printed models in head and neck anatomy

Cheung,

Yang,

Fang

et al. 2023

Anatomical Sciences Ed

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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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Three‐dimensional printing in anatomy education: Is it similarly useful for teaching of all anatomical regions and structures?

Cited by 7 publications

References 15 publications

3D printing as a pedagogical tool for teaching normal human anatomy: a systematic review

3D printing as a pedagogical tool for teaching normal human anatomy: a systematic review

Additive Manufacturing for Surgical Planning and Education: A Review

Show them what they can't see! An evaluation of the use of customized 3D printed models in head and neck anatomy

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