Lane Jaina C, Black Jonathan S
Department of Plastic Surgery, University of Virginia School of Medicine, Charlottesville, VA.
J Craniofac Surg. 2020 Jun;31(4):1018-1021. doi: 10.1097/SCS.0000000000006567.
Trainee exposure to craniofacial pathology can be limited due to rare disease presentation, revealing a need for tools that assist in visualizing complex 3D pathologic anatomy. 3D-printed models show potential as a useful aid, allowing for physical manipulation and hands-on experience. This study investigates their educational value in teaching craniofacial pathology and surgical repair.
Forty-four medical students randomly assigned to a control group or model group were given a PowerPoint presentation-based module on craniosynostosis and surgical repair. The model group was also provided with 3D-printed models of sagittal, metopic, and bicoronal synostosis, created using patient-specific preoperative computed tomography data. A survey using the Likert scale evaluated participants' learning experience. Pre- and postmodule scores on a 10-question multiple choice quiz were recorded.
The survey showed that students in the model group reported better understanding of the anatomy (4.86 ± 0.15 versus 4.26 ± 0.22; P = 0.0001) and visualization of the pathology (4.76 ± 0.23 versus 4.26 ± 0.25; P = 0.0064), gaining an improved understanding of surgical approach (4.38 ± 0.37 versus 3.83 ± 0.29; P = 0.0266), which was more effectively taught (4.24 ± 0.33 versus 3.30 ± 0.38; P = 0.0007) with the 3D-printed models. The mean pre- and post-module quiz scores between groups were similar.
3D-printed models demonstrated an improved learning experience for medical students as shown by survey. These findings suggest a potential use for 3D-printed models in medical education of craniofacial pathology and surgery.
由于颅面病理学中罕见疾病的呈现，实习医生对其接触可能有限，这表明需要有助于可视化复杂三维病理解剖结构的工具。3D打印模型显示出作为有用辅助工具的潜力，可实现物理操作和实践经验。本研究调查了它们在颅面病理学教学和手术修复中的教育价值。
将44名医学生随机分为对照组或模型组，为他们提供基于PowerPoint演示文稿的关于颅缝早闭和手术修复的模块。模型组还获得了矢状缝、额缝和双冠状缝早闭的3D打印模型，这些模型是使用患者术前的计算机断层扫描数据创建的。使用李克特量表进行的一项调查评估了参与者的学习体验。记录了10道多项选择题测验的模块前后得分。
调查显示，模型组的学生报告对解剖结构有更好的理解（4.86±0.15对4.26±0.22；P = 0.0001）以及对病理的可视化（4.76±0.23对4.26±0.25；P = 0.0064），对手术入路有更好的理解（4.38±0.37对3.83±0.29；P = 0.0266），并且3D打印模型能更有效地教授手术入路（4.24±0.33对3.30±0.38；P = 0.0007）。两组之间模块前和模块后的测验平均得分相似。
调查显示，3D打印模型为医学生带来了更好的学习体验。这些发现表明3D打印模型在颅面病理学和手术的医学教育中具有潜在用途。
