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

TitleShow them what they can't see! An evaluation of the use of customized 3D printed models in head and neck anatomy
Authors
Keywords3D printed models
3D printing
anatomy
anatomy and medical education
human anatomy
undergraduate medical education
Issue Date14-Dec-2023
PublisherWiley
Citation
Anatomical Sciences Education, 2023, v. 17, n. 2, p. 379-395 How to Cite?
Abstract

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.


Persistent Identifierhttp://hdl.handle.net/10722/340694
ISSN
2023 Impact Factor: 5.2
2023 SCImago Journal Rankings: 1.570
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorCheung, Rocky Chun Chung-
dc.contributor.authorYang, Jian-
dc.contributor.authorFang, Christian-
dc.contributor.authorLeung, Man Fai-
dc.contributor.authorBridges, Susan M-
dc.contributor.authorTipoe, George L-
dc.date.accessioned2024-03-11T10:46:27Z-
dc.date.available2024-03-11T10:46:27Z-
dc.date.issued2023-12-14-
dc.identifier.citationAnatomical Sciences Education, 2023, v. 17, n. 2, p. 379-395-
dc.identifier.issn1935-9772-
dc.identifier.urihttp://hdl.handle.net/10722/340694-
dc.description.abstract<p>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.<br></p>-
dc.languageeng-
dc.publisherWiley-
dc.relation.ispartofAnatomical Sciences Education-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subject3D printed models-
dc.subject3D printing-
dc.subjectanatomy-
dc.subjectanatomy and medical education-
dc.subjecthuman anatomy-
dc.subjectundergraduate medical education-
dc.titleShow them what they can't see! An evaluation of the use of customized 3D printed models in head and neck anatomy-
dc.typeArticle-
dc.identifier.doi10.1002/ase.2361-
dc.identifier.scopuseid_2-s2.0-85179947804-
dc.identifier.volume17-
dc.identifier.issue2-
dc.identifier.spage379-
dc.identifier.epage395-
dc.identifier.eissn1935-9780-
dc.identifier.isiWOS:001126324500001-
dc.identifier.issnl1935-9772-

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