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.

Learning anatomy is commonly facilitated by use of cadavers, plastic models and more recently three-dimensional printed (3DP) anatomical models as they allow students to physically touch and hold the body segments. However, most existing models are limited to surface features of the specimen, with little opportunity to manipulate the structures. There is much interest in developing better 3DP models suitable for anatomy education. This study aims to determine the feasibility of developing a multi-material 3DP heart model, and to evaluate students' perceptions of the model. Semi-automated segmentation was performed on computed tomgoraphy plastinated heart images to develop its 3D digital heart model. Material jetting was used as part of the 3D printing process so that various colors and textures could be assigned to the individual segments of the model. Morphometric analysis was conducted to quantify the differences between the printed model and the plastinated heart. Medical students' opinions were sought using a 5-point Likert scale. The 3DP full heart was anatomically accurate, pliable and compressible to touch. The major vessels of the heart were color-coded for easy recognition. Morphometric analysis of the printed model was comparable with the plastinated heart. Students were positive about the quality of the model and the majority of them reported that the model was useful for their learning and that they would recommend their use for anatomical education. The successful feasibility study and students' positive views suggest that the development of multimaterial 3DP models is promising for medical education.

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Background: Pilon fracture reduction is a challenging surgery. Radiographs are commonly used to assess the quality of reduction, but are limited in revealing the remaining bone incongruities. The study aimed to develop a method in quantifying articular malreductions using 3D computed tomography (CT) and magnetic resonance imaging (MRI) models.Methods: CT and MRI data were acquired using three pairs of human cadaveric ankle specimens.Common tibial pilon fractures were simulated by performing osteotomies to the ankle specimens. Five of the created fractures [three AO type-B (43-B1), and two AO type-C (43-C1) fractures] were then reduced and stabilised using titanium implants, then rescanned. All datasets were reconstructed into CT and MRI models, and were analysed in regards to intra-articular steps and gaps, surface deviations, malrotations and maltranslations of the bone fragments.Results: Initial results reveal that type B fracture CT and MRI models differed by ~0.2 (step), ~0.18 (surface deviations), ~0.56° (rotation) and ~0.4 mm (translation). Type C fracture MRI models showed metal artefacts extending to the articular surface, thus unsuitable for analysis. Type C fracture CT models differed from their CT and MRI contralateral models by ~0.15 (surface deviation), ~1.63° (rotation) and ~0.4 mm (translation).Conclusions: Type B fracture MRI models were comparable to CT and may potentially be used for the postoperative assessment of articular reduction on a case-to-case basis.

Cadaveric dissection is often considered a defining feature of anatomy teaching and learning (Aziz et al., 2002;Sugand et al., 2010;Ghosh, 2017a). However, there has been a growing interest in various new anatomy tools such as three-dimensional printed (3DP) models