Three‐Dimensional Printed Cardiac Models for Focused Cardiac Ultrasound Instruction

Abstract

Background Focused cardiac ultrasonography (FCU) is an increasingly integral component of routine medical training and practice. While various instructional methods have been described, few attempts have been made to incorporate a physical 3‐dimensional (3D) instructional aid. Objective The aim of this study was to determine if a 3D printed heart model workshop for FCU instruction leads to equivalent structure recognition and scanning ability compared to traditional didactic FCU instruction. Intervention Twenty first‐year medical students with no point‐of‐care ultrasonography experience were randomly assigned to a traditional lecture (n = 10) or a 3D printed heart model workshop (n = 10). Written examinations at 0 and 3 months as well as image acquisition at 3 months were compared. Results The median scores from the initial written structure identification in the traditional and 3D heart groups were 74% and 90%, respectively (P = 0.7). The second written exam at 3 months yielded median scores of 56% and 58% in the traditional and 3D heart groups, respectively (P = 0.8). The average scores on the image acquisition practical at 3 months were 3.3 of 5 and 2.7 of 5 (P = 0.1) in the traditional and 3D heart groups, respectively. Conclusions Utilizing 3D heart models in an FCU workshop format results in similar skill acquisition and knowledge retention as traditional didactics. The 3D heart models are relatively inexpensive, portable, and reusable, enabling learners to practice repeatedly and at flexible intervals. The reduction in ongoing expenses and the ability to teach large groups may decrease training costs as well as the need for local faculty expertise.

The impact of 3D printed models on spatial orientation in echocardiography teaching

“…McKenna et al described a 3D printed trainer for the in vitro training of TEE; here, the focus was the phantom model and not the cardiac model itself [ 12 ]. Ochoa et al also used 3D models in TTE teaching and could not detect a significant effect on learning efficiency, which somehow is contradictory to our results but is probably secondary to the smaller group size and the different setup of their study [ 14 ]. This underlines the need for larger-scale, in depth studies on the role of three-dimensional models in evidence-based medical- and surgical education.…”

“…It therefore appears plausible to transfer the concept to echocardiographic training. Surely, 3D Models have been used earlier for TTE-teaching, but the didactic effects are poorly studied: in the only scientific evaluation we are aware of, no didactic advantages have been demonstrated for the 3D-model use [ 15 ].…”

Translating Imaging Into 3D Printed Cardiovascular Phantoms

“…Among the 9 identified randomized controlled trials, 7 were conducted in the field of education and training. 6 , 7 , 8 , 9 , 10 , 11 , 12 Results were inconsistent in terms of knowledge gain for students and trainees compared with nonpersonalized models or standard lectures. The only randomized controlled trial investigating the use of 3DPSPs in cardiovascular intervention demonstrated a reduction of intervention time during left atrial appendage occlusion.…”

“… 63 However, compared with virtual 3D models, 3DPSPs additionally provide haptic feedback and allow training in practical steps, as demonstrated in several studies. 6 , 7 , 8 , 9 , 10 , 11 , 12 …”

A Application of 3d Heart Models Created on Dicom Data in Medical Practice

“…S. Ochoa и соавт. применяли 3D-модели сердца при обучении ЭхоКГ для улучшения понимания обучаемыми плоскостей сканирования [27].…”