Assessing Studentsâ Anatomical Knowledge on Bones, Commercial Models, and 3D Prints

Goran Å trkalj; Kehui Luo; Anneliese Hulme; Mirjana Å trkalj; Manisha Dayal

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Chapter 9 Assessing Studentsâ Anatomical Knowledge on Bones, Commercial Models, and 3D Prints

In: Integrating 3D Printing into Teaching and Learning

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Goran Å trkalj

Goran Å trkalj
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Kehui Luo

Kehui Luo
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Anneliese Hulme

Anneliese Hulme
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Mirjana Å trkalj

Mirjana Å trkalj
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Manisha Dayal

Manisha Dayal
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Type:: Chapter

Pages:: 173â186

DOI:: https://doi.org/10.1163/9789004415133_009

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Abstract

3D prints have been increasingly used as substitutes for human tissue within medical and educational settings. Several studies demonstrated that anatomical structures could be 3D printed with the accuracy needed in anatomical education. These studies, however, focused mainly on the shape and did not take into account finer features such as texture and colour. This study aimed to investigate studentsâ test performance on real bones, commercial anatomical models and 3D prints produced on a desktop printer. A total of 211 students (divided into three groups) in a musculoskeletal anatomy course were asked to complete a practical test on vertebral anatomy. In the test, at each of the nine stations, a vertebra (real, model or 3D printed) was presented and students were asked to identify which vertebral region it belonged to, and a specific anatomical structure. The sequence of real, model and 3D printed bones presented along the stations was different for each group, to control for possible order effects. There were no significant differences in identifying vertebral regions or larger structures, such as transverse and spinous processes, across the three types of bones. However, significant difference was found in the identification of smaller structures, such as epiphyseal rim (p < 0.0005) and demifacets of thoracic vertebra (p < 0.05), with the highest percentage of correct answers for real bones, followed by 3D prints. The results suggest that students recognise anatomical structures equally well on real, model or 3D printed bones and that 3D prints are better than models for identifying smaller structures. This supports the view that some anatomical structures can be 3D printed with the accuracy required in anatomy education, even if produced on desktop printers.

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Integrating 3D Printing into Teaching and Learning

Practitionersâ Perspectives

Series:Â Contemporary Approaches to Research in Learning Innovations, Volume: 13

Cover Integrating 3D Printing into Teaching and Learning

E-Book ISBN:: 9789004415133

Publisher:: Brill

Print Publication Date:: 31 Dec 2019

Subjects
- Education

Front Matter

Figures and Tables

Notes on Contributors

Chapter 1 3D Printing

Chapter 2 3D Printing in Early Childhood Classrooms

Chapter 3 Three-Dimensional Picto-Reconstructive Tinkering Tool for Creative Teaching

Chapter 4 Developing 21st-Century Skills through STEM Integration and Global Collaboration Using 3D Printing and CAD

Chapter 5 Overcoming Barriers to the Implementation of 3D Printing in Schools

Chapter 6 3D Printing Applications in Mechanical Engineering Education

Chapter 7 Dragon STEAM

Chapter 8 Bridging the Social and Environmental Dimensions of Global Sustainability in STEM Education with Additive Manufacturing

Chapter 9 Assessing Studentsâ Anatomical Knowledge on Bones, Commercial Models, and 3D Prints

Chapter 10 Using 3D Printing to Enhance STEM Teaching and Learning

Chapter 11 Moving 3D Printing beyond the Desktop within Higher Education

Chapter 12 A Case Study of Preparing Emirati Pre-Service Teachers to Integrate 3D Printing into Teaching and Learning

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Chapter 9 Assessing Studentsâ Anatomical Knowledge on Bones, Commercial Models, and 3D Prints

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Integrating 3D Printing into Teaching and Learning

Practitionersâ Perspectives

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Chapter 9 Assessing Studentsâ Anatomical Knowledge on Bones, Commercial Models, and 3D Prints

Practitionersâ Perspectives