From the Department of Oral and Maxillofacial Surgery; INSERM U1008; CERIM ULR 2694-METRICS; Department of Neonatology; INSERM UMR 1167; Department of Public Health, Epidemiology, Health Economics, and Prevention; Lab CIREL, EA 4354; Department of Cardiology; and Forensic Taphonomy Unit; University of Lille.
Plast Reconstr Surg. 2022 Mar 1;149(3):475e-484e. doi: 10.1097/PRS.0000000000008869.
Teaching about craniofacial traumas is challenging given the complexity of the craniofacial anatomy and the necessity for good spatial representation skills. To solve these problems, three-dimensional printing seems to be an appropriate educative material. In this study, the authors conducted a randomized controlled trial. The authors' main objective was to compare the performance of the undergraduate medical students in an examination based on the teaching support: three-dimensionally printed models versus two-dimensional pictures.
All participants were randomly assigned to one of two groups using a random number table: the three-dimensionally-printed support group (three-dimensional group) or the two-dimensionally-displayed support group (two-dimensional group). All participants completed a multiple-choice question evaluation questionnaire on facial traumatology (first, a zygomatic bone fracture; then, a double mandible fracture). Sex and potential confounding factors were evaluated.
Four hundred thirty-two fifth-year undergraduate medical students were enrolled in this study. Two hundred six students were allocated to the three-dimensional group, and 226 were allocated to the two-dimensional group. The three-dimensionally printed model was considered to be a better teaching material compared with two-dimensional support. The global mean score was 2.36 in the three-dimensional group versus 1.99 in the two-dimensional group (p = 0.008). Regarding teaching of biomechanical aspects, three-dimensionally-printed models provide better understanding (p = 0.015). Participants in both groups exhibited similar previous student educational achievements and visuospatial skills.
This prospective, randomized, controlled educational trial demonstrated that incorporation of three-dimensionally-printed models improves medical students' understanding. This trial reinforces previous studies highlighting academic benefits in using three-dimensionally-printed models mostly in the field of understanding complex structures.
由于颅面解剖结构的复杂性和良好的空间表现技能的必要性，颅面创伤的教学具有挑战性。为了解决这些问题，三维打印似乎是一种合适的教育材料。在这项研究中，作者进行了一项随机对照试验。作者的主要目的是比较基于教学支持的本科生医学考试成绩：三维打印模型与二维图片。
所有参与者均使用随机数表随机分配至以下两组之一：三维支持组（三维组）或二维显示支持组（二维组）。所有参与者均完成了关于面部创伤学的多项选择题评估问卷（首先是颧骨骨折，然后是双下颌骨骨折）。评估了性别和潜在的混杂因素。
本研究共纳入 432 名五年级本科医学生。206 名学生被分配到三维组，226 名学生被分配到二维组。与二维支持相比，三维打印模型被认为是更好的教学材料。三维组的全球平均得分为 2.36，二维组为 1.99（p=0.008）。在生物力学方面的教学中，三维打印模型提供了更好的理解（p=0.015）。两组参与者的先前学生教育成就和空间视觉技能相似。
这项前瞻性、随机、对照的教育试验表明，纳入三维打印模型可提高医学生的理解能力。这项试验强化了之前的研究结果，强调了在使用三维打印模型方面的学术优势，主要是在理解复杂结构方面。
