CJC pediatric and congenital heart disease · 2024
Pilot Study on Integrating 3D-Printed Models Into Undergraduate Medical Education for Congenital Heart Disease.
СтатьяНазвание и аннотация: Перевод в очереди
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Kim Wan Cheol, Kim Suyeon Sarah, Neira Victor, Sapp John Lewis, Elkhateeb Osama
Аннотация
BACKGROUND: This study aimed to assess the feasibility and effectiveness of implementing 3-dimensional (3D)-printed heart models in the education of medical students in a Canadian Medical School.
METHODS: Three types of 3D-printed models-normal, unrepaired tetralogy of Fallot (TOF), and surgically repaired adult TOF-were provided for medical students in their second year of training after a 30-minute lecture. The repaired TOF model depicted a transannular patch, ventricular septal defect closure, and right ventricular outflow tract resection. Knowledge acquisition was measured by comparing pre- and postsession tests consisting of 5 questions. Learner satisfaction ratings were measured with questionnaires completed after the session. A statistical analysis was performed using the t test.
RESULTS: Twenty-two medical students participated in the study with 20 students submitting complete data for analysis. The students' score on 5 questions improved after the 3D-printed model session. The average number of correct answers in the test was 2.1 ± 1.0 before the session and 4.3 ± 0.9 after the session (P < 0.001) out of the possible total of 5. Participants reported a high level of satisfaction (86.4%), understanding (86.4%), and usefulness (90.9%) with the incorporation of 3D-printed models in the educational session.
CONCLUSIONS: An educational session that integrated 3D-printed anatomic models to teach congenital heart disease anatomy significantly enhanced knowledge outcomes. Learner assessment of the impact of the use of the 3D models was highly favourable.
METHODS: Three types of 3D-printed models-normal, unrepaired tetralogy of Fallot (TOF), and surgically repaired adult TOF-were provided for medical students in their second year of training after a 30-minute lecture. The repaired TOF model depicted a transannular patch, ventricular septal defect closure, and right ventricular outflow tract resection. Knowledge acquisition was measured by comparing pre- and postsession tests consisting of 5 questions. Learner satisfaction ratings were measured with questionnaires completed after the session. A statistical analysis was performed using the t test.
RESULTS: Twenty-two medical students participated in the study with 20 students submitting complete data for analysis. The students' score on 5 questions improved after the 3D-printed model session. The average number of correct answers in the test was 2.1 ± 1.0 before the session and 4.3 ± 0.9 after the session (P < 0.001) out of the possible total of 5. Participants reported a high level of satisfaction (86.4%), understanding (86.4%), and usefulness (90.9%) with the incorporation of 3D-printed models in the educational session.
CONCLUSIONS: An educational session that integrated 3D-printed anatomic models to teach congenital heart disease anatomy significantly enhanced knowledge outcomes. Learner assessment of the impact of the use of the 3D models was highly favourable.