Evaluation of the Applicability of 3d Models as Perceived by the Students of Health Sciences

Lozano, Marı́a Teresa; Haro, Fernando Blaya; Ruggiero, Alessandro; Manzoor, Sadia; Juanes, Juan A.

doi:10.1007/s10916-019-1238-0

Cited by 15 publications

(10 citation statements)

References 28 publications

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“…The main advantages reported by the authors using 3DPAM as a pedagogical tool for teaching normal human anatomy were the visual and haptic characteristics, including authenticity [ 55 , 67 ], precision [ 44 , 50 , 72 , 85 ], variability of consistencies [ 34 , 45 , 48 , 64 ], colours and transparency [ 28 , 45 ], solidness [ 24 , 56 , 73 ], effectiveness for education [ 16 , 32 , 35 , 39 , 52 , 57 , 63 , 69 , 79 ], cost [ 27 , 41 , 44 , 45 , 48 , 51 , 60 , 64 , 80 , 81 , 83 ], reproducibility [ 80 ], possibility of improvement or personalization [ 28 , 30 , 36 , 45 , 48 , 51 , 53 , 59 , 61 , 67 , 80 ], possibility of manipulation by the students [ 30 , 49 ], time savings for teaching [ 61 , 80 ], ease of storage [ 61 ], possibility of integrating functional anatomy or creating a specific design [ 51 , 53 , 67 ], rapid design for bone models [ 81 ], possibility of co-creation and taking the model home [ 49 , 60 , 71 ], improvement in mental rotation ability [ 23 …”

Section: Resultsmentioning

confidence: 99%

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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: Resultsmentioning

confidence: 99%

“…It is the material of choice for 3DPAM due to its large range of textures and colours. Several authors praised its high strength compared to traditional cadaveric or plastinated models [ 24 , 56 , 73 ]. Some plastics even have flexural or tensile properties.…”

Section: Discussionmentioning

confidence: 99%

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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“…Many of the digital modalities possess unique and sometimes complementary applications. Analysis of the selected studies indicates that 3D‐printing have been primarily used for teaching skull anatomy, orbital anatomy and dental anatomy (Adams et al, 2015; Backhouse et al, 2019; Locketz et al, 2017; Ugidos Lozano et al, 2019) compared to visceral and musculoskeletal anatomy, while AR has been more widely used for teaching systemic and regional anatomy including visceral and musculoskeletal anatomy compared to skull or orbital anatomy (Abdalla, 2020; Barmaki et al, 2019; Bernard et al, 2020; Bogomolova et al, 2020; Ferrer‐Torregrosa et al, 2016; Lo et al, 2020; Ma et al, 2016; Moro et al, 2017; Zafar & Zachar, 2020). Among the selected digital modalities, VR has been the one showing the broadest applications across systemic, somatic and visceral anatomy as well as advanced anatomy curricula including regional anatomy, neuroanatomy, dental and surgical anatomy (Alwani et al, 2020; Aoki et al, 2020; Arora et al, 2012; Dharmawardana et al, 2015; Huang et al, 2015; Kong et al, 2016; Locketz et al, 2017; Wada et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Many of the digital modalities possess unique and sometimes complementary applications. Analysis of the selected studies indicates that 3Dprinting have been primarily used for teaching skull anatomy, orbital anatomy and dental anatomy (Adams et al, 2015;Backhouse et al, 2019;Locketz et al, 2017;Ugidos Lozano et al, 2019) compared to visceral and musculoskeletal anatomy, while AR has been more widely used for teaching systemic and regional anatomy including visceral and musculoskeletal anatomy compared to skull or orbital anatomy (Abdalla, 2020;Barmaki et al, 2019;Bernard et al, 2020;Bogomolova et al, 2020;Ferrer-Torregrosa et al, 2016;Lo et al, 2020;Ma et al, 2016;Moro et al, 2017;Zafar & Zachar, 2020).…”

Section: A User-driven Selection Of Digital Anatomy Modalitiesmentioning

confidence: 99%

A scoping review on the trends of digital anatomy education

Adnan

Xiao

2023

Clinical Anatomy

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Digital technologies are changing the landscape of anatomy education. To reveal the trend of digital anatomy education across medical science disciplines, searches were performed using PubMed, EMBASE, and MEDLINE bibliographic databases for research articles published from January 2010 to June 2021 (inclusive). The search was restricted to publications written in English language and to articles describing teaching tools in undergraduate and postgraduate anatomy and pre‐vocational clinical anatomy training courses. Among 156 included studies across six health disciplines, 35% used three‐dimensional (3D) digital printing tools, 24.2% augmented reality (AR), 22.3% virtual reality (VR), 11.5% web‐based programs, and 4.5% tablet‐based apps. There was a clear discipline‐dependent preference in the choice and employment of digital anatomy education. AR and VR were the more commonly adopted digital tools for medical and surgical anatomy education, while 3D printing is more broadly used for nursing, allied health and dental health education compared to other digital resources. Digital modalities were predominantly adopted for applied interactive anatomy education and primarily in advanced anatomy curricula such as regional anatomy and neuroanatomy. Moreover, there was a steep increase in VR anatomy combining digital simulation for surgical anatomy training. There is a consistent increase in the adoption of digital modalities in anatomy education across all included health disciplines. AR and VR anatomy incorporating digital simulation will play a more prominent role in medical education of the future. Combining multimodal digital resources that supports blended and interactive learning will further modernize anatomy education, moving medical education further away from its didactic history.

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“…These advanced qualities of additive manufacturing technology also have broad prospects in the field of orthopedics. In the past few decades, operating digital models through the screen cannot meet most doctors’ needs well, and they prefer to simulate natural objects before surgery. , The evolution of medical imaging technology makes computed tomography (CT) and magnetic resonance imaging (MRI) data easily convert into digital models. After the slicing software is processed, the data from these digital models can be distinguished by 3D printers.…”

Section: Introductionmentioning

confidence: 99%

Additive Manufacturing in Orthopedics: A Review

Zhao

Wang

Zhao

et al. 2022

ACS Biomater. Sci. Eng.

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Additive manufacturing is an advanced manufacturing manner that seems like the industrial revolution. It has the inborn benefit of producing complex formations, which are distinct from traditional machining technology. Its manufacturing strategy is flexible, including a wide range of materials, and its manufacturing cycle is short. Additive manufacturing techniques are progressively used in bone research and orthopedic operation as more innovative materials are developed. This Review lists the recent research results, analyzes the strengths and weaknesses of diverse three-dimensional printing strategies in orthopedics, and sums up the use of varying 3D printing strategies in surgical guides, surgical implants, surgical predictive models, and bone tissue engineering. Moreover, various postprocessing methods for additive manufacturing for orthopedics are described.

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Evaluation of the Applicability of 3d Models as Perceived by the Students of Health Sciences

Cited by 15 publications

References 28 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

A scoping review on the trends of digital anatomy education

Additive Manufacturing in Orthopedics: A Review

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