Three-dimensional printing model improves morphological understanding in acetabular fracture learning: A multicenter, randomized, controlled study

• Published in: PloS one Vol. 13; no. 1; p. e0191328
• Main Authors: Huang, Zhenfei, Song, Wenhao, Zhang, Yaoshen, Zhang, Qiang, Zhou, Dongsheng, Zhou, Xi, He, Yu
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 17-01-2018; Public Library of Science (PLoS)
• Subjects: 3D printing; Acetabulum; Aneurysms; Biology and Life Sciences; Care and treatment; Classification; Computer and Information Sciences; Computer applications; Diagnosis; Education; Engineering and Technology; Feedback; Fracture mechanics; Fractures; Fractures (Injuries); Hip joint; Hospitals; Instructional materials; Joint surgery; Learning; Medical imaging; Medicine and Health Sciences; Morphology; People and Places; Research and Analysis Methods; Sensory feedback; Social Sciences; Students; Surgeons; Surgery; Tactile; Teaching; Textbooks; Three dimensional models; Three dimensional printing; Trauma; Virtual reality; China
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0191328

Conventional education results in unsatisfactory morphological understanding of acetabular fractures due to lack of three-dimensional (3D) details and tactile feedback of real fractures. Virtual reality (VR) and 3D printing (3DP) techniques are widely applied in teaching. The purpose of this study was to identify the effect of physical model (PM), VR and 3DP models in education of morphological understanding of acetabular fractures. 141 students were invited to participate in this study. Participants were equally and randomly assigned to the PM, VR and 3DP learning groups. Three-level objective tests were conducted to evaluate learning, including identifying anatomical landmarks, describing fracture lines, identifying classification, and inferring fracture mechanism. Four subjective questions were asked to evaluate the usability and value of instructional materials. Generally, the 3DP group showed a clear advantage over the PM and VR groups in objective tests, while there was no significant difference between the PM and VR groups. 3DP was considered to be the most valuable learning tool for understanding acetabular fractures. The findings demonstrate that 3DP modelling of real fractures is an effective learning instrument that can be used to understand the morphology of acetabular fractures and promote subjective interest.