Drevet Gabrielle, Soldea Valentin, Gouttard Sylvain, Virely Melia, Maury Jean-Michel, Tronc François
Department of Thoracic Surgery, Lung and Heart-Lung Transplantation, Louis Pradel Hospital, Hospices Civils de Lyon, Lyon, F- 69677, France.
Medical and Technical Platforms Department, Hospices Civils de Lyon, CO'Lab 3D platform, Lyon, F-69677, France.
3D Print Med. 2025 Jun 9;11(1):25. doi: 10.1186/s41205-025-00272-z.
The knowledge and understanding of the anatomy of lung segments is of great importance while segmentectomies are increasingly performed. To introduce new technologies and tools in anatomy teaching could help students to improve their skills.
Students participants (n = 16) were divided into 3 groups: traditional (n = 5), 3D visualization (n = 5) and 3D printing group (n = 6). Each student took a pre- and post-test exam. The traditional teaching group had lessons using 2D anatomical drawings, the 3D visualization group had lessons using a dedicated software allowing anatomical 3D reconstructions and the 3D printing group had lessons using 3D printed anatomical models.
Students of the whole cohort had significant better scores at the post test (mean score = 14.2) compared to the pretest (mean score = 7.9) (p = 0.0011). In the traditional and 3D printing groups, students had significant better scores in the post-test (mean scores = 17.7 and 14.2 respectively) than in the pre-test (mean scores = 8.2 and 7.5; p = 0.0247 and p = 0.0003 respectively). There was no significant difference between the pre and post-test scores for the 3D visualization group (mean score = 8.2 and 11.7 respectively) (p = 0.4347).
The knowledge of lung segment anatomy is poor among our medical students. Both traditional and 3D-printed teaching was shown effective. The contribution of 3D printed models would probably improve anatomy teaching among medical students. The introduction of this technology is instinctive and easy to use for both students and teachers. Furthermore, this technique was not particularly expensive to set up.
随着肺段切除术的开展日益增多，对肺段解剖结构的认识和理解至关重要。在解剖学教学中引入新技术和工具有助于提高学生的技能。
将学生参与者（n = 16）分为3组：传统组（n = 5）、三维可视化组（n = 5）和3D打印组（n = 6）。每位学生都进行了课前和课后测试。传统教学组使用二维解剖图授课，三维可视化组使用允许进行解剖三维重建的专用软件授课，3D打印组使用3D打印的解剖模型授课。
与课前（平均分数 = 7.9）相比，整个队列的学生在课后测试中的分数显著更高（平均分数 = 14.2）（p = 0.0011）。在传统组和3D打印组中，学生在课后测试中的分数（平均分数分别为17.7和14.2）显著高于课前（平均分数分别为8.2和7.5；p分别为0.0247和0.0003）。三维可视化组的课前和课后测试分数之间没有显著差异（平均分数分别为8.2和11.7）（p = 0.4347）。
我们的医学生对肺段解剖学的知识掌握较差。传统教学和3D打印教学均显示有效。3D打印模型可能会改善医学生的解剖学教学。这项技术的引入对学生和教师来说直观且易于使用。此外，建立这项技术的成本并不特别高。
