Shiezadeh Farid, Moghadasin Maryam, Mastour Haniye
Dental Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.
Department of Clinical Psychology, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran.
BMC Med Educ. 2025 Aug 29;25(1):1223. doi: 10.1186/s12909-025-07821-4.
INTRODUCTION: Three-dimensional (3D) printing technology has revolutionized medical and dental education by enabling patient-specific surgical simulations. This study examined postgraduate students' perceptions of using patient-specific 3D-printed technology in hands-on training. METHODS: A structured training program at Mashhad University of Medical Sciences, Iran, involved 24 postgraduate periodontics and implantology students. Participants practiced surgical techniques on 3D-printed mandibular and maxillary models derived from Cone Beam Computed Tomography (CBCT) scans. A validated perceptions questionnaire, supported by exploratory factor analysis (EFA), assessed students' experiences across two key dimensions: Educational Impact and Technological Adoption. RESULTS: Students reported high satisfaction with the models, citing enhanced understanding of surgical procedures, improved technical skills, and increased confidence in clinical application. A vast majority of participants (mean score: 8.38 ± 0.82) reported significant improvements in procedural comprehension and hands-on skill acquisition. EFA confirmed the questionnaire's validity and revealed two critical dimensions-Educational Impact (53.09%) and Technological Adoption (12.02%)-explaining a cumulative variance of 65.11%. Reliability analysis demonstrated strong internal consistency (Cronbach's α = 0.92 and 0.76). While students overwhelmingly endorsed the models' effectiveness in bridging theoretical knowledge and clinical practice, some noted limitations in tactile realism for incision training. CONCLUSION: Patient-specific 3D-printed models effectively bridge the gap between theoretical learning and clinical practice in dental education. They offer a realistic, risk-free training environment that enhances students' perceived understanding and confidence in surgical procedures. While challenges such as cost and material optimization remain, integrating 3D printing into dental curricula is a promising step toward modernizing surgical education by combining technological innovation with artistic anatomical design-what we describe as 'transferring art and technology' into clinical education.
引言：三维（3D）打印技术通过实现针对患者的手术模拟，彻底改变了医学和牙科教育。本研究调查了研究生对在实践培训中使用针对患者的3D打印技术的看法。 方法：伊朗马什哈德医科大学的一个结构化培训项目，涉及24名牙周病学和种植牙学研究生。参与者在由锥形束计算机断层扫描（CBCT）扫描获得的3D打印下颌骨和上颌骨模型上练习手术技术。一份经过验证的看法调查问卷，在探索性因素分析（EFA）的支持下，评估了学生在两个关键维度上的体验：教育影响和技术采用。 结果：学生们对这些模型表示高度满意，称其增强了对手术程序的理解、提高了技术技能，并增加了临床应用的信心。绝大多数参与者（平均得分：8.38±0.82）报告称，在程序理解和实践技能获取方面有显著提高。EFA证实了问卷的有效性，并揭示了两个关键维度——教育影响（53.09%）和技术采用（12.02%）——累计方差解释率为65.11%。可靠性分析显示出很强的内部一致性（Cronbach'sα=0.92和0.76）。虽然学生们压倒性地认可这些模型在弥合理论知识与临床实践之间差距方面的有效性，但一些人指出在切口训练的触觉真实感方面存在局限性。 结论：针对患者的3D打印模型有效地弥合了牙科教育中理论学习与临床实践之间的差距。它们提供了一个逼真、无风险的培训环境，增强了学生对手术程序的感知理解和信心。虽然成本和材料优化等挑战仍然存在，但将3D打印整合到牙科课程中是朝着通过将技术创新与艺术解剖设计相结合来实现手术教育现代化迈出的有希望的一步——我们将其描述为将“艺术与技术”融入临床教育。
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