Abstract
BackgroundThis study sought to assess, using subjective (self-assessment) and objective (MCQ) methods, the efficacy of using heart models with ventricular septal defect lesions produced with three-dimensional printing technology in a congenital heart disease curriculum for medical students.MethodsThree computed tomography datasets of three subtypes of ventricular septal defects (perimembranous, subarterial and muscular, one for each) were obtained and processed for building into and printing out 3D models. Then a total of 63 medical students in one class were randomly allocated to two groups (32 students in the experimental, and 31 the control). The two groups participated in a seminar with or without a 3D heart model, respectively. Assessment of this curriculum was carried out using Likert-type questionnaires as well as an objective multiple choice question test assessing both knowledge acquisition, and structural conceptualization. Open-ended questions were also provided for getting advice and suggestion on 3D model utilization in CHD education.ResultsWith these 3D models, feedback shown in the questionnaires from students in experimental group was significantly more positive than their classmates in the control. And the test results also showed a significant difference in structural conceptualization in favor of the experimental group.ConclusionIt is effective to use heart models created using current 3D printing technology for congenital heart disease education. It stimulates students’ interest in congenital heart disease and improves the outcomes of medical education.
Highlights
This study sought to assess, using subjective and objective (MCQ) methods, the efficacy of using heart models with ventricular septal defect lesions produced with three-dimensional printing technology in a congenital heart disease curriculum for medical students
Besides the Three dimensional (3D) prints, compulsory Congenital heart defects (CHD) syllabus involving relevant knowledge on anatomy and classification, pathophysiology, clinical findings, workups, clinical management and prognosis of ventricular septal defects for medical students was included in the curriculum and used in seminars
The inter-group differences of both questionnaire and test results were statistically significant in structural conceptualization (P = 0.02, 0.03, respectively), but not in knowledge acquisition (P = 0.09, 0.06, respectively)
Summary
This study sought to assess, using subjective (self-assessment) and objective (MCQ) methods, the efficacy of using heart models with ventricular septal defect lesions produced with three-dimensional printing technology in a congenital heart disease curriculum for medical students. Applications of 3D printing technology in the medical field includes surgical guidance during surgery, preoperative procedural planning [4,5,6,7] as well as management of difficult clinical situations [8]. The traditional educational approach to teaching CHD involves the use of pathological specimens, off-the-shelf normal heart anatomic models made of plastics, medical imaging data(including CT, MR and Echocardiography), as well as textbooks. This approach is difficult to conceptualize and visualize for medical students considering the variability of all the different types of CHDs [17].
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