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The creation of new rapid prototyping techniques, low cost 3D printers as well as the creation of new software for these techniques have allowed the creation of 3D models of bones making their application possible in the field of teaching anatomy in the faculties of Health Sciences. The 3D model of cranium created in the present work, at full scale...
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Citations
... Because the accurate reproduction ability of 3D printing technology can re ect the morphological characteristics of specimens and their anatomical features extremely well, 3D printed anatomical models are gradually replacing specimens is becoming a trend [11][12][13].3D printed model solves the problems of time-consuming, di cult to make moulding and easy to damage of pneumatic-containing bone of traditional separation methods, and also solves the problems of virtual digital technology that requires the support of equipments [14]. In addition, 3D printed models only need a S.T.L. le to achieve many advantages such as easy access, easy storage, low cost of mass production, easy promotion, etc., which makes it easier to meet the application needs of anatomy teaching in clinical and medical schools [15]. ...
Purpose The aim of this study was to find an alternative method to meet traditional human anatomy teaching and clinical needs in order to solve the problem of cranial specimen attrition and specimen resource shortage due to long-term use.
Methods We performed a CT scan of a well-preserved male cranial specimen and used Mimics 19.0 software for 3D reconstruction and cranial block separation. Subsequently, we compared the recognition ability of the processed cranial digital model with that of the 3D body digital model and used 3D printing to create the cranial model and compare it with the physical specimen.
Results Twenty-two cranial bone block models were obtained, excluding the hyoid bone. Their 3D reconstructed digital models had better bony landmark recognition than the 3D body human digital models, and the differences between the 3D printed models and the physical specimens were minimal. In addition, only one STL file was required to produce the cranial models, which facilitates repetitive printing at any time.
Conclusion By isolating cranial bone blocks through 3D reconstruction techniques and preparing high-quality cranial models in combination with 3D printing techniques, this study solves the problem of shortage of cranial teaching specimens for the sustainable development of clinical and medical schools.
... O processo de produção de objetos geométricos utilizando materiais (sintéticos ou orgânicos), que consiste na fabricação, a partir de um modelo tridimensional computadorizado, e exteriorizado por meio de impressoras que adicionam sucessivas camadas do material (LOZANO et al., 2017;VOLPATO et al., 2017). Nada mais é do que a adição de camadas de um determinado material, de maneira automatizada que reproduz fisicamente um modelo 3D virtual pode ser definida como prototipagem rápida ou manufatura aditiva (CORAZZA et al., 2020;SILVA et al., 2020). ...
... market after 1985, they were not widely used for many years due to the high prices of the devices and the printing materials used (Bird, 2012). Over the last two decades, as the prices of these devices and the printing materials have dropped, they have begun to be used rapidly, first in the industry and then in the medical field (Aydın & Küçük, 2017;Lipson & Kurman, 2013). It is highly important to carry out experimental studies in the medical field, in particular before the products used in prosthesis and orthosis design are implanted into the patient (Aydın & Küçük, 2017). ...
... The limitations of these imaging systems are their high cost, the possibility of damaging the objects to be modelled by X-rays during scanning (archaeological findings) and the lack of transportation to the study area. Therefore, 3D surface scanners have begun to be utilized as an alternative to these imaging systems (Brzobohatá et al., 2012;Carew et al., 2019;Lozano et al., 2017). 3D model technology has begun to be used frequently in many fields of science, mostly in osteology, archaeology and forensic sciences. ...
As technology has developed in recent years, the use of three-dimensional (3D) scan-ners and printers has become widespread in the medical field. However, since thisfield is new, all kinds of methodological and experimental related studies gain impor-tance. This study aimed to identify the differences between the calliper measure-ments by determining the craniometric data on the models constructed by scanningthe crania of New Zealand Rabbits (Oryctolagus cuniculus L.), preferred as experimen-tal animals, with a three-dimensional scanner. Therefore, a total of 12 New Zealandrabbits including 6 females and 6 males were used. After the crania that comprisedthe study material were macerated, they were subjected to 3D scanning. After thescanning process was completed, they were craniometrically measured both on thescanned models and by using a digital calliper. Analysis of the craniometric data of the3D scanner showed that there was a difference between sexes at the level of p < 0.05 in widest length between the external acoustic meatus (WLBEAM), skull width andForamen magnum height (FMH) parameters and cranial index data, and at the levelof p < 0.001 in the largest nasal width (LNW) parameter. A statistical difference was found between sexes in frontal length, WLBEAM, LNW and FMH parameters andcranial index values in craniometric data collected with the digital calliper (p < 0.05). Consequently, the data collected in this study were found to be close to each other inboth methods, suggesting that the 3D scanner may be used in morphometric studies Comparison of craniometric measurements of New Zealand rabbit (Oryctolagus cuniculus L.) using three-dimensional scanner with digital calliper measurements: A methodological study.
... The main advantages reported by the authors using 3DPAM as a pedagogical tool for teaching normal human anatomy were the visual and haptic characteristics, including authenticity [55,67], precision [44,50,72,85], variability of consistencies [34,45,48,64], colours and transparency [28,45], solidness [24,56,73], effectiveness for education [16,32,35,39,52,57,63,69,79], cost [27,41,44,45,48,51,60,64,80,81,83], reproducibility [80], possibility of improvement or personalization [28,30,36,45,48,51,53,59,61,67,80], possibility of manipulation by the students [30,49], time savings for teaching [61,80], ease of storage [61], possibility of integrating functional anatomy or creating a specific design [51,53,67], rapid design for bone models [81], possibility of co-creation and taking the model home [49,60,71], improvement in mental rotation ability [23] and knowledge retention [32], and positive effect on educators [25,63] as well as student satisfaction [25,45,46,52,52,57,63,66,69,84]. ...
... It is the material of choice for 3DPAM due to its large range of textures and colours. Several authors praised its high strength compared to traditional cadaveric or plastinated models [24,56,73]. Some plastics even have flexural or tensile properties. ...
Background
Three-dimensional-printed anatomical models (3DPAMs) appear to be a relevant tool due to their educational value and their feasibility. The objectives of this review were to describe and analyse the methods utilised for creating 3DPAMs used in teaching human anatomy and for evaluating its pedagogical contribution.
Methods
An electronic search was conducted on PubMed using the following terms: education, school, learning, teaching, learn, teach, educational, three-dimensional, 3D, 3-dimensional, printing, printed, print, anatomy, anatomical, anatomically, and anatomic. Data retrieved included study characteristics, model design, morphological evaluation, educational performance, advantages, and disadvantages.
Results
Of the 68 articles selected, the cephalic region was the most studied (33 articles); 51 articles mentioned bone printing. In 47 articles, the 3DPAM was designed from CT scans. Five printing processes were listed. Plastic and its derivatives were used in 48 studies. The cost per design ranged from 1.25 USD to 2800 USD. Thirty-seven studies compared 3DPAM to a reference model. Thirty-three articles investigated educational performance. The main advantages were visual and haptic qualities, effectiveness for teaching, reproducibility, customizability and manipulability, time savings, integration of functional anatomy, better mental rotation ability, knowledge retention, and educator/student satisfaction. The main disadvantages were related to the design: consistency, lack of detail or transparency, overly bright colours, long printing time, and high cost.
Conclusion
This systematic review demonstrates that 3DPAMs are feasible at a low cost and effective for teaching anatomy. More realistic models require access to more expensive 3D printing technologies and substantially longer design time, which would greatly increase the overall cost. Choosing an appropriate image acquisition modality is key. From a pedagogical viewpoint, 3DPAMs are effective tools for teaching anatomy, positively impacting the learning outcomes and satisfaction level. The pedagogical effectiveness of 3DPAMs seems to be best when they reproduce complex anatomical areas, and they are used by students early in their medical studies.
... It highlighted the challenges of GIS-inspired methods (e.g., spatial aggregation for brain parcellations) to study the brain structure and signals communicated with it, which dynamically change depending on the mental task or the function performed by the person. Other literature includes human cell atlas [45,47] and the early emergence of digitized human anatomy [6,33,39] to form a reference map as a basis for understanding human health to improve diagnosis, prognosis, monitoring, and treatment of disease. However, these studies are either limited to specific parts or lack a comprehensive perspective regarding the electronic health records across the human body as a system of systems [2,26] through the lens of spatial computing research. ...
Consider the problem of reducing the time needed by healthcare professionals to understand patient medical history via the next generation of biomedical decision support. This problem is societally important because it has the potential to improve healthcare quality and patient outcomes. However, it is challenging due to the high patient-doctor ratio, the potential long medical histories, the urgency of treatment for some medical conditions, and patient variability. The current system provides a longitudinal view of patient medical history, which is time-consuming to browse, and doctors often need to engage nurses, residents, and others for initial analysis. To overcome this limitation, our vision, Atlas EHR, is an alternative spatial representation of patients' histories (e.g., electronic health records (EHRs)) and other biomedical data. Just like Google Maps allows a global, national, regional, and local view, the Atlas-EHR may start with the overview of the patient's anatomy and history before drilling down to spatially anatomical sub-systems, their individual components, or sub-components. It will also use thoughtful cartography (e.g., urgency color, disease icons, and symbols) to highlight critical information for improving task efficiency and decision quality, analogous to how it is used in designing task-specific maps. Atlas-EHR presents a compelling opportunity for spatial computing since health is almost a fifth of the US economy. However, the traditional spatial computing designed for geographic use cases (e.g., navigation, land survey, mapping) faces many hurdles in the biomedical domain, presenting several research questions. This paper presents some open research questions under this theme in broad areas of spatial computing.
... Although previous reviews have reported the process of integrating medical images with printed models, 25 most studies have focused on producing the entire skull model because of the challenge of segmenting and rebuilding the skull. 26,27 Only large and clearly distinct organs and structures can be completely segmented since manually delineating each cross-section of a structure is time intensive and technician dependent. Apart from accuracy, cost, and time efficiency, the durability and mechanical strength of the bone model are important for its long-term use. ...
Understanding the three‐dimensional (3D) structure of the human skull is imperative for medical courses. However, medical students are overwhelmed by the spatial complexity of the skull. Separated polyvinyl chloride (PVC) bone models have advantages as learning tools, but they are fragile and expensive. This study aimed to reconstruct 3D‐printed skull bone models (3D‐PSBs) using polylactic acid (PLA) with anatomical characteristics for spatial recognition of the skull. Student responses to 3D‐PSB application were investigated through a questionnaire and tests to understand the requirement of these models as a learning tool. The students were randomly divided into 3D‐PSB (n = 63) and skull (n = 67) groups to analyze pre‐ and post‐test scores. Their knowledge was improved, with the gain scores of the 3D‐PSB group (50.0 ± 3.0) higher than that of the skull group (37.3 ± 5.2). Most students agreed that using 3D‐PSBs with quick response codes could improve immediate feedback on teaching (88%; 4.41 ± 0.75), while 85.9% of the students agreed that individual 3D‐PSBs clarified the structures hidden within the skull (4.41 ± 0.75). The ball drop test revealed that the mechanical strength of the cement/PLA model was significantly greater than that of the cement or PLA model. The prices of the PVC, cement, and cement/PLA models were 234, 1.9, and 10 times higher than that of the 3D‐PSB model, respectively. These findings imply that low‐cost 3D‐PSB models could revolutionize skull anatomical education by incorporating digital technologies like the QR system into the anatomical teaching repertoire.
... No entanto, a grande inovação metodológica para o ensino de anatomia dos séculos XVIII e XIX foi a introdução dos modelos anatômicos em cera, gesso e papel machê (Malomo, Idowu, Osuagwu, 2006). Por mais de 300 anos, os modelos anatômicos ampararam o ensino prático da anatomia, e ainda podemos afirmar seu uso nos dias atuais (Lozano et al., 2017). Contudo, o ensino de anatomia humana, atualmente, conta também com modernos recursos pedagógicos e tecnológicos, metodologias artísticas e ferramentas educacionais (Sousa, Cunha, 2017;Smith et al., 2018). ...
... Os modelos anatômicos permitem grande exploração didática, possibilitando seu uso em diferentes ambientes acadêmicos. Hoje, novas estratégias didáticas utilizam como recursos os modelos anatômicos sintéticos, desde modelos artesanais fabricados por alunos com materiais de baixo custo até complexos modelos produzidos por impressoras 3D (Carvacho, Pinto e Silva, Mello, 2008;Smith et al., 2018;Lozano et al., 2017). Ou seja, os modelos anatômicos ainda estão presentes nas aulas práticas de anatomia, porém atrelados a modernos recursos pedagógicos e tecnológicos e, obviamente, às peças naturais cadavéricas. ...
The Ouro Preto School of Pharmacy was founded in 1839 and was the first
pharmacy school in Latin America independent from a medical school. At the
end of the nineteenth century, it had a collection of French anatomical models
made by Deyrolle, Dr. Auzoux, and Vasseur-Tramod, many produced from wax
or papier-mâché. This project involved recovering, identifying, cleaning, restoring,
and exhibiting seventeen models found in various facilities from Universidade
Federal de Ouro Preto. The models in good condition were exhibited in the
Museum of Pharmacy (where this work was carried out) as part of the teaching
collection for the Ouro Preto pharmacy course.
... A Prototipagem rápida consiste na transformação de imagens digitais em modelos físicos tridimensionais (Provenzano et al., 2020;Krishnasamy et al., 2021). A Manufatura Aditiva (MA) ou mais usualmente conhecida como impressão tridimensional (3D), é um processo de produção de objetos geométricos utilizando materiais (sintéticos ou orgânicos), que consiste na fabricação, a partir de um modelo tridimensional computadorizado, e exteriorizado por meio de impressoras que adicionam sucessivas camadas do material (Lozano et al., 2017;Volpato et al., 2017). Nada mais é do que a adição de camadas de um determinado material, de maneira automatizada que reproduz fisicamente um modelo 3D virtual (Corazza et al., 2020;Silva et al., 2020). ...
... Nesse contexto, com o desenvolvimento da impressão digital, um novo passo foi tomado. A facilidade de desenvolver modelos tridimensionais possibilitou recriar modelos reais de patologias, promovendo melhorias no estudo da anatomia e da patologia das mais diversas estruturas e variações anatômicas, além de casos clínicos complexos com a criação de modelos com grande similaridade à realidade, associado a um enriquecimento do processo ensino-aprendizagem (Lozano et al., 2017;Smith et al., 2018;Keenan & Ben Awadh, 2019;Smith & Dasgupta, 2020). ...
O processo de criação tridimensional ou manufatura aditiva tem grande futuro dentro da medicina. A aplicação de sucessivas camadas produz objetos com incrível precisão em relação a peça real. A criação de modelos em 3D possibilita uma visualização mais efetiva de estruturas anatômicas facilitando o ensino-aprendizagem, o estudo pré-operatório de cirurgias complexas e até a prática médica com a melhoria da técnica clínica. O presente trabalho demonstra a viabilidade da prototipagem rápida ou impressão digital 3D no processo ensino-aprendizagem na área de anatomia humana estendendo-se entre os campos dos casos clínicos, planejamento cirúrgico e técnicas cirúrgicas. Trata-se de um estudo descritivo, baseado em uma revisão integrativa da literatura, com buscas nas bases de dados PubMed, LILACS, SciELO e Google Acadêmico, utilizando os descritores “Impressão Tridimensional”, “Anatomia”, “Educação Médica”. Muitos estudos mostram benefícios evidentes no processo ensino-aprendizagem em anatomia utilizando modelos 3D produzidos com menor custo e grande precisão. Além da aplicabilidade no ambiente acadêmico e profissional ainda há desafios a serem enfrentados como o custo das impressoras e a capacitação para o uso. Nesse sentido, a aplicabilidade dessa tecnologia possui um futuro promissor não só na medicina que envolvem tanto o campo básico do conhecimento quanto na resolução de problemáticas melhorando a eficiência dos profissionais tanto no planejamento quanto na prática cirúrgica.
... A peça final demonstrou detalhes anatômicos, como suturas ósseas, processos estiloides do temporal, processo mastoide, os forames oval, magno, jugular, espinhoso, entre outros detalhes minuciosos que os estudantes devem aprender manipulando as peças. O modelo reproduziu esses detalhes com grande exatidão, sugerindo a crescente implementação da impressora 3D nos campos da indústria, medicina e educação (Lozano et al., 2017). ...
O uso da impressora 3D na prática médica tem aumentado, sendo uma inovação que auxilia positivamente o processo de ensino-aprendizagem, envolvendo a aprendizagem visual e cinestésica. O presente estudo descreve o uso da engenharia reversa na produção de modelos 3D e sua aplicabilidade no contexto de ensino-aprendizagem médico. Trata-se de uma revisão integrativa da literatura realizada a partir de buscas nas bases de dados PubMed, LILACS, SciELO e Google Acadêmico, utilizando os descritores “Educação Médica”, “Impressão Tridimensional” e “Desenho Assistido por Computador”. A engenharia reversa proporciona a obtenção de modelos CAD (computer aided design) de objetos a partir de dados de exames de imagem, obtendo-se um desenho técnico com muito detalhe, o que resulta em peças impressas por impressora 3D altamente realistas. As peças 3D podem ser empregadas no estudo de Anatomia Humana, em casos clínicos e cirúrgicos. A aplicabilidade desses modelos já é observada ao redor do mundo e no Brasil. As peças permitem melhor compreensão de pontos anatômicos complexos, doenças e sua relação com o tratamento, além de variações anatômicas. No contexto do ensino-aprendizagem médico, a engenharia reversa pode ser inserida nas aulas práticas, para que o estudante possa manipular os exames de imagem e reproduzir as peças em 3D e recursos digitais, cada vez mais inseridos no mundo globalizado. Portanto, existe grande oportunidade de crescimento para o curso de medicina que faz uso das peças 3D, tendo como grandes aliados o baixo custo e a alta precisão anatômica da impressão por engenharia reversa.
... The recent introduction of computer-assisted teaching changed the educational system (Alonso et al., 2005;Khot et al., 2013;Zitzmann et al., 2020). Computer-based application is being increasingly used to foster student skills (Estai and Bunt, 2016;Patel et al., 2019), with (Lozano et al., 2017) or without models of the human skull. ...
... Webinar lectures and the use of web-based platforms (T2) replaced the face-to-face teaching tool in T1, highlighting the continuous student's engagement with the teacher in realtime (Estai and Bunt, 2016;Dragan et al., 2018;Pather et al., 2020). The webinar tool was complemented with CBCT imaging, replacing the physical models in T1, which have been the universal teaching tools in the faculties of Health Sciences (Lozano et al., 2017;Wainman et al., 2018). It overcomes the limitations of the scan view or external view of the physical models and the limited details in the manufacturer's product (Lozano et al., 2017). ...
... The webinar tool was complemented with CBCT imaging, replacing the physical models in T1, which have been the universal teaching tools in the faculties of Health Sciences (Lozano et al., 2017;Wainman et al., 2018). It overcomes the limitations of the scan view or external view of the physical models and the limited details in the manufacturer's product (Lozano et al., 2017). The integration of CBCT technology corresponded to the anatomical interpretation of multiplanar medical images and multiplied 2D slices in 3D reconstructions or 3D model, spotlighting external and internal anatomical details and their relations (Corte-Real et al., 2018;Bailer and Martin, 2019;Elgreatly and Mahrous, 2020), whose dynamics positively attracted the students' attention (Bailer and Martin, 2019). ...
E‐learning is an educational method that improves knowledge innovation by sharing relevant images for advanced learning, especially in a pandemic state. Furthermore, cone‐beam computed tomography (CBCT) is a method that gathers medical or dental diagnostic images. This study aimed to analyze the effectiveness of dental anatomy education through a CBCT technology tool, through teachers' and students' perspectives, adjusted according to the disruptions caused by the Covid‐19 pandemic. A cohort study and longitudinal exploratory analysis were performed. Forty undergraduate first‐year dental students, from the University of Coimbra in Portugal, were selected as per the inclusion and exclusion criteria. Two different teaching methods were applied during an identical time‐period: face‐to‐face lectures complemented by physical models (T1 cohort) and webinar lectures complemented by CBCT images (T2 cohort). Learning outcomes were then studied according to theoretical and spatial orientation contexts. A self‐reported survey that focused on students' satisfaction, stress, and support was studied. Both teaching methods were analyzed with paired sample student's t‐test and Pearson Correlation Confidence intervals 95% with P < 0.05. Furthermore, exploratory factor analysis (EFA) was used for self‐reported satisfaction survey validity and reliability analysis. The learning outcomes between T1 and T2 cohorts were statistically significant, (P < 0.001) corresponding to differences with a large effect degree (r > 0.60). Students' satisfaction, as measured on a six‐point Likert scale, was positively influenced by the webinar lectures supplemented with CBCT images (T2 cohort) in a learning context (4.95 ± 0.5) and future applications (5.92 ± 0.27). In conclusion, the webinar approach with CBCT images was more effective and better learning method for teaching dental anatomy.
