添加3D打印模型以加强本科生骨骼空间解剖学和骨折的教学：一项随机对照研究。
The addition of 3D printed models to enhance the teaching and learning of bone spatial anatomy and fractures for undergraduate students: a randomized controlled study.
作者信息
Wu Ai-Min, Wang Kai, Wang Jian-Shun, Chen Chun-Hui, Yang Xin-Dong, Ni Wen-Fei, Hu Yue-Zheng
机构信息
Department of Orthopedics, The Second Affiliated Hospital and Yuying Children's Hospital of Wenzhou Medical University, The Second School of Medicine Wenzhou Medical University, Wenzhou 325000, China.
Department of Anatomy, Wenzhou Medical University, Wenzhou 325000, China.
出版信息
Ann Transl Med. 2018 Oct;6(20):403. doi: 10.21037/atm.2018.09.59.
BACKGROUND
Whether or not the addition of 3D (three-dimension) printed models can enhance the teaching and learning environment for undergraduate students in regard to bone spatial anatomy is still unknown. In this study, we investigated the use of 3D printed models versus radiographic images as a technique for the education of medical students about bone spatial anatomy and fractures.
METHODS
The computed tomography (CT) data from four patients, each with a different fracture type (one spinal fracture, one pelvic fracture, one upper limb fracture, and one lower limb fracture), were obtained, and 3D models of the fractures were printed. A total of 90 medical students were enrolled in the study and randomly divided into two groups as follows: a traditional radiographic image group (presented by PowerPoint) and a 3D printed model group (combined PowerPoint and 3D models). Each student answered 5 questions about one type of fracture and completed a visual analog scale of satisfaction (0-10 points).
RESULTS
No significant differences were found in the upper limb or lower limb test scores between the 3D printed model group and the traditional radiographic image group; however, the scores on the pelvis and spine test for the traditional radiographic image group were significantly lower than the scores for the 3D printed model group (P=0.000). No significant differences were found in the test-taking times for the upper limb or lower limb (P=0.603 and P=0.746, respectively) between the two groups; however, the test-taking times for the pelvis and spine in the traditional radiographic image group were significantly longer than those of the 3D printed model group (P=0.000 and P=0.002, respectively).
CONCLUSIONS
The 3D printed model may improve medical students' understanding of bone spatial anatomy and fractures in some anatomically complex sites.
背景
添加三维（3D）打印模型是否能改善本科学生关于骨骼空间解剖学的教学环境仍不明确。在本研究中，我们调查了使用3D打印模型与放射影像作为医学生骨骼空间解剖学和骨折教育技术的情况。
方法
获取了4名患者的计算机断层扫描（CT）数据，每名患者具有不同的骨折类型（1例脊柱骨折、1例骨盆骨折、1例上肢骨折和1例下肢骨折），并打印出骨折的3D模型。共有90名医学生参与本研究并随机分为如下两组：传统放射影像组（通过PowerPoint展示）和3D打印模型组（结合PowerPoint和3D模型）。每名学生回答5个关于一种骨折类型的问题，并完成一份0至10分的视觉模拟满意度量表。
结果
3D打印模型组和传统放射影像组在上肢或下肢测试分数方面未发现显著差异；然而，传统放射影像组在骨盆和脊柱测试中的分数显著低于3D打印模型组（P = 0.000）。两组在上肢或下肢的考试时间方面未发现显著差异（分别为P = 0.603和P = 0.746）；然而，传统放射影像组在骨盆和脊柱的考试时间显著长于3D打印模型组（分别为P = 0.000和P = 0.002）。
结论
3D打印模型可能会提高医学生对某些解剖结构复杂部位的骨骼空间解剖学和骨折的理解。
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