1. The usefulness of 3D printed heart models for medical student education in congenital heart disease
- Author
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Clément Karsenty, Philippe Acar, Benoit Delepaul, Camelia Djeddai, Aitor Guitarte, Khaled Hadeed, Jerome Briot, Yves Dulac, Paul Vignaud, Remi Vincent, Sébastien Hascoët, CHU Toulouse [Toulouse], Institut des Maladies Métaboliques et Cardiovasculaires (I2MC), Université Toulouse III - Paul Sabatier (UT3), Université Fédérale Toulouse Midi-Pyrénées-Université Fédérale Toulouse Midi-Pyrénées-Institut National de la Santé et de la Recherche Médicale (INSERM), Centre hospitalier Saint-Joseph [Paris], Assistance publique - Hôpitaux de Paris (AP-HP) (AP-HP), Centre chirurgical Marie Lannelongue, Malbec, Odile, Centre Hospitalier Universitaire de Toulouse (CHU Toulouse), and Centre Chirurgical Marie Lannelongue (CCML)
- Subjects
Heart Defects, Congenital ,Models, Anatomic ,2d images ,3d printed ,medicine.medical_specialty ,Students, Medical ,Heart disease ,3D printing model ,[SDV]Life Sciences [q-bio] ,education ,030204 cardiovascular system & hematology ,Education ,03 medical and health sciences ,0302 clinical medicine ,Undergraduate medical students ,medicine ,Humans ,Prospective Studies ,030212 general & internal medicine ,Tetralogy of Fallot ,Congenital heart disease ,Objective knowledge ,Medical education ,LC8-6691 ,business.industry ,Research ,Teaching ,General Medicine ,medicine.disease ,Special aspects of education ,Student education ,[SDV] Life Sciences [q-bio] ,Printing, Three-Dimensional ,Physical therapy ,Medicine ,business - Abstract
Background Three-dimensional (3D) printing technology enables the translation of 2-dimensional (2D) medical imaging into a physical replica of a patient’s individual anatomy and may enhance the understanding of congenital heart defects (CHD). We aimed to evaluate the usefulness of a spectrum of 3D-printed models in teaching CHD to medical students. Results We performed a prospective, randomized educational procedure to teach fifth year medical students four CHDs (atrial septal defect (ASD, n = 74), ventricular septal defect (VSD, n = 50), coarctation of aorta (CoA, n = 118) and tetralogy of Fallot (ToF, n = 105)). Students were randomized into printing groups or control groups. All students received the same 20 min lecture with projected digital 2D images. The printing groups also manipulated 3D printed models during the lecture. Both groups answered an objective survey (Multiple-choice questionnaire) twice, pre- and post-test, and completed a post-lecture subjective survey. Three hundred forty-seven students were included and both teaching groups for each CHD were comparable in age, sex and pre-test score. Overall, objective knowledge improved after the lecture and was higher in the printing group compared to the control group (16.3 ± 2.6 vs 14.8 ± 2.8 out of 20, p p = 0.0001 ASD group; p = 0.002 VSD group; p = 0.0005 CoA group; p = 0.003 ToF group). Students’ opinion of their understanding of CHDs was higher in the printing group compared to the control group (respectively 4.2 ± 0.5 vs 3.8 ± 0.4 out of 5, p Conclusion The use of 3D printed models in CHD lectures improve both objective knowledge and learner satisfaction for medical students. The practice should be mainstreamed.
- Published
- 2021
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