3D Printed Models to Visualize Fascial and Peritoneal Layers of the Abdomen in Medical Gross Anatomy

Abstract

The objective of our study is to determine the utility of 3D printed models to understand the layers of the abdominal wall and peritoneum. The clinical importance of the abdominal wall structures and their continuity with other regions of the body is an important topic to medical gross anatomy students. Through dissection, these layers can be appreciated by an experienced anatomist, but the subtlety is often lost by new learners of anatomy. To supplement anatomical dissection, which is irreplaceable, we created a 3D printed model of a cross section of the abdomen with an exaggerated version of each layer. This model represents layers using rigid polylactic acid (PLA) 3D printed filament, Play‐doh, and flexible thermoplastic polyurethane (TPU) 3D printed filament. The model was presented to 50 medical gross anatomy students at three optional sessions (16–18 students per session). In each session, the fascial planes of anterolateral abdominal wall were first reviewed. Next, students were placed into groups of 3–4 to assemble a three‐piece model of the abdomen. The large group reviewed each part of the model and what it is meant to represent together. Then, students worked in small groups to color and label a 2D artistic representation of the model to validate the 3D concept into a 2D document that may be used to study beyond the session. Once the abdomen was thoroughly reviewed using the 3D printed model as well as 2D artistic representations of each of the model structures, students were given an assessment in their small groups where they were asked to identify the layers of the thoracic wall and pleura/pericardium on 2D artistic representations of the thorax. This assessment probed the ability of the students to apply a concept of fascial layers from the abdomen to the thorax. On average, the group performance on the assessment was 93%. Common misconceptions were identified and clarified in the large group following a review of the answers. Finally, the students received a survey 3–4 days after their session. This survey, a modified Likert scale, explored the effectiveness of the instructor, the model, and the session. Of 50 students, 30% of attendees responded to the survey. All students agreed that the instructor explained the material clearly, encouraged students to participate, and answered questions clearly. A large proportion (87%) of students agreed that the model and the session helped them better understand the material of the course and overall topic. Finally, 67% of students agreed that they were likely to recommend the session to other students. This study provides a framework for a larger study to examine the effectiveness of these 3D models to understand the fascial and peritoneal layers of the abdomen and thorax. Overall, students responded positively to the sessions and found that the most effective part of the session was the 3D model, which allows for a tactile medium to observe and comprehend the fascial layers and their continuity with other structures. We conclude that this preliminary data supports the effective use of 3D printed models as a supplement to anatomical dissection in understanding fascial layers of the abdomen.