Three-Dimensional Printing Model Enhances Craniofacial Trauma Teaching by Improving Morphologic and Biomechanical Understanding: A Randomized Controlled Study

Abstract

earning about craniofacial traumas is fundamental to all undergraduate and graduate students given the impact of head and neck injuries encountered by general practitioners every day in emergency practice. 1 Undergraduate students must be knowledgeable about the anatomy of head and neck bones, the spatial organization

Efficacy of three-dimensional models for medical education: A systematic scoping review of randomized clinical trials

“…Regarding the full text occasioned the exclusion of 18 additional experiments. Lastly, 15 RCTs [ 24 , [34] , [35] , [36] , [37] , [38] , [39] , [40] , [41] , [42] , [43] , [44] , [45] , [46] , [47] ] were entered in this study ( Fig. 1 ).…”

Three‐dimensional printing models improve long‐term retention in medical education of pathoanatomy: A randomized controlled study

“…In the field of craniofacial education, only four randomized controlled trials were published to evaluate the learning efficiency of 3D‐printed models in education on undergraduate students (AlAli et al, 2018; Lane & Black, 2020; Nicot et al, 2022). Chen et al considered 3D‐printed colored skull models to be superior to cadaveric skulls and atlases by facilitating basicranial education in assisting structure recognition (Chen et al, 2017).…”

“…In the field of patho‐anatomy, Ali et al showed that the addition of a cleft lip/palate 3D‐printed model resulted in a significant improvement in the mean percentage of knowledge gained (AlAli et al, 2018). Another large randomized controlled study evidenced the interest in 3D‐printed models of craniofacial trauma among undergraduate students by pointing out the improved understanding as a result of this learning tool (Nicot et al, 2019; Nicot et al, 2022). In addition to these craniofacial results, Lane et al investigated the educational value of 3D‐printed models of different craniosynostosis patterns, including scaphocephaly, trigonocephaly, and brachycephaly (Lane & Black, 2020).…”

“…The interest in 3D learning support compared to images displayed in 2D for medical students has been shown in several prior randomized studies on improvements in the comprehension of complex anatomical structures, assessment scores, and learner satisfaction in different fields: orthopedics and traumatology (AlAli et al, 2018;Chen et al, 2017), cardiovascular diseases (Garas et al, 2018;Knoedler et al, 2015;Kong et al, 2016;Langridge et al, 2018;Lim et al, 2016;Nicot et al, 2019;Nicot et al, 2022), digestive anatomy (Li et al, 2015;Lim et al, 2018;Smerling et al, 2019), and craniofacial surgery (AlAli et al, 2018;Chen et al, 2017;Lane & Black, 2020). A recent randomized controlled study on a large sample showed the interest in 3D-printed models of craniofacial trauma among undergraduate students (Nicot et al, 2019;Nicot et al, 2022). This study highlighted the role of 3Dprinted models of craniofacial fractures compared to 2D visualization in facilitating the understanding of complex anatomical structures.…”

“…2015;Kong et al, 2016;Langridge et al, 2018;Li et al, 2015;Lim et al, 2016). However, assessment of 3D models varies significantly, and well-established education tools representing patho-anatomy remain rare(AlAli et al, 2018;Knoedler et al, 2015;Lane & Black, 2020;Li et al, 2015;Lim et al, 2018;Loke et al, 2017;Smerling et al, 2019).In the field of craniofacial education, only four randomized controlled trials were published to evaluate the learning efficiency of 3Dprinted models in education on undergraduate students(AlAli et al, 2018;Lane & Black, 2020;Nicot et al, 2022). Chen et al considered 3D-printed colored skull models to be superior to cadaveric skulls and atlases by facilitating basicranial education in assisting structure recognition(Chen et al, 2017).…”