Ardila Carlos M, González-Arroyave Daniel, Zuluaga-Gómez Mateo
Basic Studies Department, Faculty of Dentistry, University of Antioquia, UdeA, 050010 Medellín, Colombia.
Medicine Department, San Vicente Fundación Hospital, 054047 Rionegro, Colombia.
Heliyon. 2023 Feb 1;9(2):e13395. doi: 10.1016/j.heliyon.2023.e13395. eCollection 2023 Feb.
To estimate the efficacy of three-dimensional (3D) models for medical education.
A systematic scoping review was performed containing diverse databases such as SCOPUS, PubMed/MEDLINE, SCIELO, and LILACS. MeSH terms and keywords were stipulated to explore randomized clinical trials (RCTs) in all languages. Solely RCTs that accomplished the eligibility criteria were admitted.
Fifteen RCTs including 1659 medical students were chosen. Five RCTs studied heart models, 3 RCTs explored facial, spinal and bone fractures and the rest of the trials investigated eye, arterial, pelvic, hepatic, chest, skull, and cleft lip and palate models. Regarding the efficacy of 3D models, in terms of learning skills and knowledge gained by medical students, most RCTs reported higher scores. Considering the test-taking times, the results were variable. Two RCTs showed less time for the 3D group, another RCT indicated variable results in the response times of the test depending on the anatomical zone evaluated, while another described that the students in the 3D group were slightly quicker to answer all questions when compared with the traditional group, but without statistical significance. The other 11 experiments did not present results about test-taking times. Most students in all RCTs indicated satisfaction, enjoyment, and interest in utilizing the 3D systems, and recognized that their abilities were enhanced.
Higher efficacy in terms of learning skills and knowledge gained was observed when the 3D systems were used by medical students. Undergraduates also expressed great satisfaction with the use of these technologies. Regarding the test-taking times, the results favored the 3D group.
评估三维（3D）模型在医学教育中的效果。
进行了一项系统的范围综述，涵盖了SCOPUS、PubMed/MEDLINE、SCIELO和LILACS等不同数据库。规定了医学主题词和关键词，以检索所有语言的随机临床试验（RCT）。仅纳入符合入选标准的RCT。
选取了15项RCT，共涉及1659名医学生。其中5项RCT研究了心脏模型，3项RCT探讨了面部、脊柱和骨折，其余试验研究了眼睛、动脉、骨盆、肝脏、胸部、颅骨以及唇腭裂模型。关于3D模型的效果，就医学生获得的学习技能和知识而言，大多数RCT报告得分更高。考虑到考试时间，结果各不相同。两项RCT显示3D组用时更少，另一项RCT表明根据评估的解剖区域不同，测试的反应时间结果各异，而另一项则描述3D组学生在回答所有问题时比传统组稍快，但无统计学意义。其他11项实验未给出关于考试时间的结果。所有RCT中的大多数学生表示对使用3D系统感到满意、愉快并感兴趣，且认识到自身能力得到了提高。
医学生使用3D系统时，在学习技能和知识获取方面观察到更高的效果。本科生对这些技术的使用也表达了极大的满意度。关于考试时间，结果有利于3D组。
