3D printing: a valuable resource in human anatomy education.

Abstract

Anatomy is essential to the health and medical professions: by learning anatomy, medical students learn about the structure of the human body, providing them with the basic tools needed for understanding pathology and clinical problems. In the past century, dissection and lectures formed the basis of anatomy education worldwide. More recently, traditional anatomy education based on topographical structural anatomy taught in lectures and in gross dissection classes, has been replaced by a multiple range of study modules, including problem-based learning, plastic models and/or computer-assisted learning and curricula integration (Louw et al. 2009). The anatomy field is strongly confident that donated bodies can still benefit new medical students significantly, and that dissection and pro-section procedures cannot be underestimated in a modern medical curriculum (Louw et al. 2009). Nevertheless, dissection and light microscopy are not problem-free. Storing human bodies is expensive, and other issues such as preservation and reduced suitability for dissection due to illness, age or obesity could be a problem; moreover, careful dissection is time-consuming and microscopy equipment can be expensive. Aside from biological and methodological matters, dissection and prosection have also issues concerning ethical convictions and legal restrictions or simply logistical problems due to lack of space, funds, recruitment, or proper furniture and equipment. Considerable variations in the legal and ethical frameworks concerning body bequests for anatomical examination exist worldwide based on cultural and religious variations as well as different legal and constitutional backgrounds. For instance, there are different views concerning the ‘‘ownership’’ of cadavers or the acceptability of using unclaimed bodies that have not given informed consent (McHanwell et al. 2008). In addition to known methods such as plastination and Thiel method embalming, a new three-dimensional printing system (3D printing) has been developed recently—an innovative approach that could become a valuable resource in anatomy education. 3D printing (also known as additive manufacturing or rapid prototyping) has existed since the late 1980s but has seen rapid advancements more recently because of decreased cost, computer engineering, and expanding applications. Rapid prototyping involves creating a physical 3D model from a computerised mould. The technology has been used in industrial processes to create forerunners of intended final products; models can be also analysed and modified before production is planned (Gibson et al. 2010). Basically, the principle of rapid prototyping is to use 3D computer models for the reconstruction of a 3D physical model by the addition of material layers (Gibson et al. 2010). With additive fabrication, the machine reads in data from a CAD drawing and lays down successive layers of liquid, powder, or other sheet material, and in this way builds up the model from a series of cross sections. These M. Vaccarezza (&) V. Papa Department of Human, Social and Health Sciences, University of Cassino and Southern Lazio, Campus Folcara, via S. Angelo in Theodice, 03043 Cassino, FR, Italy e-mail: m.vaccarezza@uq.edu.au; m.vaccarezza@unicas.it