Evaluating the Use of Cleft Lip and Palate 3D-Printed Models as a Teaching Aid

• Published in: Journal of surgical education 2018-01, Vol.75 (1), p.200-208
• Main Authors: AlAli, Ahmad B., Griffin, Michelle F., Calonge, Wenceslao M., Butler, Peter E.
• Format: Article
• Language: English
• Subjects: 3D printing; additive manufacturing; Cleft Lip - surgery; cleft lip and palate; Cleft Palate - surgery; Clinical Competence; Computer Simulation; education; Education, Medical, Undergraduate - methods; Humans; Interpersonal and Communication Skills; Kuwait; Medical Knowledge; Models, Anatomic; Patient Care; Practice-Based Learning and Improvement; Printing, Three-Dimensional; Reconstructive Surgical Procedures - education; Simulation Training - methods; Students, Medical; teaching aid; visualization
• ISSN: 1931-7204; 1878-7452
• DOI: 10.1016/j.jsurg.2017.07.023

Visualization tools are essential for effective medical education, to aid students understanding of complex anatomical systems. Three dimensional (3D) printed models are showing a wide-reaching potential in the field of medical education, to aid the interpretation of 2D imaging. This study investigates the use of 3D-printed models in educational seminars on cleft lip and palate, by comparing integrated “hands-on” student seminars, with 2D presentation seminar methods. Cleft lip and palate models were manufactured using 3D-printing technology at the medical school. Sixty-seven students from two medical schools participated in the study. The students were randomly allocated to 2 groups. Knowledge was compared between the groups using a multiple-choice question test before and after the teaching intervention. Group 1 was the control group with a PowerPoint presentation-based educational seminar and group 2 was the test group, with the same PowerPoint presentation, but with the addition of a physical demonstration using 3D-printed models of unilateral and bilateral cleft lips and palate. The level of knowledge gained was established using a preseminar and postseminar assessment, in 2 different institutions, where the addition of the 3D-printed model resulted in a significant improvement in the mean percentage of knowledge gained (44.65% test group; 32.16%; control group; p = 0.038). Student experience was assessed using a postseminar survey, where students felt the 3D-printed model significantly improved the learning experience (p = 0.005) and their visualization (p = 0.001). This study highlights the benefits of the use of 3D-printed models as visualization tools in medical education and the potential of 3D-printing technology to become a standard and effective tool in the interpretation of 2D imaging.