title: Use of 3D printed models in medical education: A randomized control trial comparing 3D prints versus cadaveric materials for learning external cardiac anatomy.
abstract: Three-dimensional (3D) printing is an emerging technology capable of readily producing accurate anatomical models, however, evidence for the use of 3D prints in medical education remains limited. A study was performed to assess their effectiveness against cadaveric materials for learning external cardiac anatomy. A double blind randomized controlled trial was undertaken on undergraduate medical students without prior formal cardiac anatomy teaching. Following a pre-test examining baseline external cardiac anatomy knowledge, participants were randomly assigned to three groups who underwent self-directed learning sessions using either cadaveric materials, 3D prints, or a combination of cadaveric materials/3D prints (combined materials). Participants were then subjected to a post-test written by a third party. Fifty-two participants completed the trial; 18 using cadaveric materials, 16 using 3D models, and 18 using combined materials. Age and time since completion of high school were equally distributed between groups. Pre-test scores were not significantly different (P = 0.231), however, post-test scores were significantly higher for 3D prints group compared to the cadaveric materials or combined materials groups (mean of 60.83% vs. 44.81% and 44.62%, P = 0.010, adjusted P = 0.012). A significant improvement in test scores was detected for the 3D prints group (P = 0.003) but not for the other two groups. The finding of this pilot study suggests that use of 3D prints do not disadvantage students relative to cadaveric materials; maximally, results suggest that 3D may confer certain benefits to anatomy learning and supports their use and ongoing evaluation as supplements to cadaver-based curriculums. Anat Sci Educ 9: 213-221. © 2015 American Association of Anatomists.
authors.affiliation: Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia.
authors.forename: Kah Heng Alexander
authors.initials: KH
authors.lastname: Lim
authors.affiliation: Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia.
authors.forename: Zhou Yaw
authors.initials: ZY
authors.lastname: Loo
authors.affiliation: Department of Medicine, Central Clinical School, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton Campus, Victoria, Australia.
authors.forename: Stephen J
authors.initials: SJ
authors.lastname: Goldie
authors.affiliation: Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia.
authors.forename: Justin W
authors.initials: JW
authors.lastname: Adams
authors.affiliation: Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia.
authors.forename: Paul G
authors.initials: PG
authors.lastname: McMenamin
mesh_terms: D000293:Adolescent; D000715:Anatomy / Q000193:education*; D004311:Double-Blind Method; D004501:Education, Medical / Q000379:methods*; D005260:Female; D006321:Heart / Q000033:anatomy & histology; D006801:Humans; D008297:Male; D066330:Printing, Three-Dimensional; D055815:Young Adult
keywords: 3D printing; additive manufacturing; anatomical models; cadavers; gross anatomy education; human anatomy; image processing; medical education; rapid prototyping