Scientific Programme
Abstract
Register
Abstract
Year 2021
October 2021

SHBC1534

Abstract Title
A randomised cross-over study to evaluate the students' performance on the use of 3D printed and plastinated specimens
Authors

R.CHANDRASEKARAN1, S.RADZI1, Z.K. PEH1, J.S. TAN2, P.RAJALINGAM1, W.Y.YEONG1, S.R.MOGALI1

Institutions

Nanyang Technological University1, Tan Tock Seng Hospital2

Background & Hypothesis

Contemporary anatomy tools such as plastinates and three-dimensional printing (3DP) are paving their way to improve anatomy education. However, there is limited evidence suggesting their effectiveness in students’ objective performance. This study aimed to evaluate these outcomes using Miller’s framework and compare the performance of 3DP with plastinated specimens.

Methods

Cardiac and neck plastinated specimens and their 1:1 3DP replica (printed using material jetting technology) were used to conduct a randomised cross-over study involving 96 first year medical students at two different intervals. Of 96, 63 were in the first session (cardiac plastinated, n=32; 3DP, n=31). The same 32 and one new student signed up for the second session (neck plastinated, n=18; 3DP, n = 15). Both sessions involved pre-tests, team-based learning activities and post-tests.

Results

Similar performances were found within plastinated and 3DP groups with a significant improvement in students’ baseline knowledge by 29.7% and 31.3% for cardiac; 31.7% and 31.3% for neck anatomy. The post test scores  for cardiac (plastinated, 3DP Mean ±SD: 57.0 ±13.3 and 60.8 ±13.6, P = 0.27) and neck (70.3 ±15.6 and 68.3 ±9.9, P = 0.68) anatomy showed no significant differences. Likewise, comparison of the Miller’s cognitive domains for both anatomies also revealed no differences.

Discussion & Conclusion

Thus, the 3DP tools did not disadvantage the students of learning of cardiac and neck anatomy. Their educational benefits were similar to the plastinated specimens, and this might give more confidence to educators who are willing to integrate these contemporary tools in their formal anatomy curriculum.

Top