Three-Dimensional Printing Model Enhances Craniofacial Trauma Teaching by Improving Morphologic and Biomechanical Understanding : A Randomized Controlled Study
Copyright © 2022 by the American Society of Plastic Surgeons..
BACKGROUND: 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.
METHODS: 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.
RESULTS: 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.
CONCLUSIONS: 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.
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2022 |
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| Erschienen: |
2022 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:149 |
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| Enthalten in: |
Plastic and reconstructive surgery - 149(2022), 3 vom: 01. März, Seite 475e-484e |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Nicot, Romain [VerfasserIn] |
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| Anmerkungen: |
Date Completed 18.03.2022 Date Revised 01.05.2023 published: Print Citation Status MEDLINE |
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| doi: |
10.1097/PRS.0000000000008869 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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NLM337283338 |
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| 520 | |a Copyright © 2022 by the American Society of Plastic Surgeons. | ||
| 520 | |a BACKGROUND: 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 | ||
| 520 | |a METHODS: 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 | ||
| 520 | |a RESULTS: 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 | ||
| 520 | |a CONCLUSIONS: 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 | ||
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| 700 | 1 | |a Chazard, Emmanuel |e verfasserin |4 aut | |
| 700 | 1 | |a Roland-Billecart, Thomas |e verfasserin |4 aut | |
| 700 | 1 | |a Nuytten, Alexandra |e verfasserin |4 aut | |
| 700 | 1 | |a Richard, Florence |e verfasserin |4 aut | |
| 700 | 1 | |a Dupré, Aurélie |e verfasserin |4 aut | |
| 700 | 1 | |a Raoul, Gwénaël |e verfasserin |4 aut | |
| 700 | 1 | |a Ferri, Joël |e verfasserin |4 aut | |
| 700 | 1 | |a Lacroix, Dominique |e verfasserin |4 aut | |
| 700 | 1 | |a Gosset, Didier |e verfasserin |4 aut | |
| 700 | 1 | |a Schlund, Matthias |e verfasserin |4 aut | |
| 700 | 1 | |a Truffert, Patrick |e verfasserin |4 aut | |
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