Three-Dimensional Printing Model Enhances Craniofacial Trauma Teaching by Improving Morphologic and Biomechanical Understanding: A Randomized Controlled Study. Nicot, R., Druelle, C., Chazard, E., Roland-Billecart, T., Nuytten, A., Richard, F., Dupré, A., Raoul, G., Ferri, J., Lacroix, D., Gosset, D., Schlund, M., & Truffert, P. Plastic and Reconstructive Surgery, 149(3):475e–484e, March, 2022. doi abstract bibtex BACKGROUND: Teaching about craniofacial traumas is challenging given the complexity of the craniofacial anatomy and the necessity for good spatial representation skills. To solve these problems, three-dimensional printing seems to be an appropriate educative material. In this study, the authors conducted a randomized controlled trial. The authors' main objective was to compare the performance of the undergraduate medical students in an examination based on the teaching support: three-dimensionally printed models versus two-dimensional pictures. METHODS: All participants were randomly assigned to one of two groups using a random number table: the three-dimensionally-printed support group (three-dimensional group) or the two-dimensionally-displayed support group (two-dimensional group). All participants completed a multiple-choice question evaluation questionnaire on facial traumatology (first, a zygomatic bone fracture; then, a double mandible fracture). Sex and potential confounding factors were evaluated. RESULTS: Four hundred thirty-two fifth-year undergraduate medical students were enrolled in this study. Two hundred six students were allocated to the three-dimensional group, and 226 were allocated to the two-dimensional group. The three-dimensionally printed model was considered to be a better teaching material compared with two-dimensional support. The global mean score was 2.36 in the three-dimensional group versus 1.99 in the two-dimensional group (p = 0.008). Regarding teaching of biomechanical aspects, three-dimensionally-printed models provide better understanding (p = 0.015). Participants in both groups exhibited similar previous student educational achievements and visuospatial skills. CONCLUSIONS: This prospective, randomized, controlled educational trial demonstrated that incorporation of three-dimensionally-printed models improves medical students' understanding. This trial reinforces previous studies highlighting academic benefits in using three-dimensionally-printed models mostly in the field of understanding complex structures.
@article{nicot_three-dimensional_2022,
title = {Three-{Dimensional} {Printing} {Model} {Enhances} {Craniofacial} {Trauma} {Teaching} by {Improving} {Morphologic} and {Biomechanical} {Understanding}: {A} {Randomized} {Controlled} {Study}},
volume = {149},
issn = {1529-4242},
shorttitle = {Three-{Dimensional} {Printing} {Model} {Enhances} {Craniofacial} {Trauma} {Teaching} by {Improving} {Morphologic} and {Biomechanical} {Understanding}},
doi = {10.1097/PRS.0000000000008869},
abstract = {BACKGROUND: Teaching about craniofacial traumas is challenging given the complexity of the craniofacial anatomy and the necessity for good spatial representation skills. To solve these problems, three-dimensional printing seems to be an appropriate educative material. In this study, the authors conducted a randomized controlled trial. The authors' main objective was to compare the performance of the undergraduate medical students in an examination based on the teaching support: three-dimensionally printed models versus two-dimensional pictures.
METHODS: All participants were randomly assigned to one of two groups using a random number table: the three-dimensionally-printed support group (three-dimensional group) or the two-dimensionally-displayed support group (two-dimensional group). All participants completed a multiple-choice question evaluation questionnaire on facial traumatology (first, a zygomatic bone fracture; then, a double mandible fracture). Sex and potential confounding factors were evaluated.
RESULTS: Four hundred thirty-two fifth-year undergraduate medical students were enrolled in this study. Two hundred six students were allocated to the three-dimensional group, and 226 were allocated to the two-dimensional group. The three-dimensionally printed model was considered to be a better teaching material compared with two-dimensional support. The global mean score was 2.36 in the three-dimensional group versus 1.99 in the two-dimensional group (p = 0.008). Regarding teaching of biomechanical aspects, three-dimensionally-printed models provide better understanding (p = 0.015). Participants in both groups exhibited similar previous student educational achievements and visuospatial skills.
CONCLUSIONS: This prospective, randomized, controlled educational trial demonstrated that incorporation of three-dimensionally-printed models improves medical students' understanding. This trial reinforces previous studies highlighting academic benefits in using three-dimensionally-printed models mostly in the field of understanding complex structures.},
language = {eng},
number = {3},
journal = {Plastic and Reconstructive Surgery},
author = {Nicot, Romain and Druelle, Charles and Chazard, Emmanuel and Roland-Billecart, Thomas and Nuytten, Alexandra and Richard, Florence and Dupré, Aurélie and Raoul, Gwénaël and Ferri, Joël and Lacroix, Dominique and Gosset, Didier and Schlund, Matthias and Truffert, Patrick},
month = mar,
year = {2022},
pmid = {35196687},
pages = {475e--484e},
}
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{"_id":"xu5cHNpSR9cn52yEz","bibbaseid":"nicot-druelle-chazard-rolandbillecart-nuytten-richard-dupr-raoul-etal-threedimensionalprintingmodelenhancescraniofacialtraumateachingbyimprovingmorphologicandbiomechanicalunderstandingarandomizedcontrolledstudy-2022","author_short":["Nicot, R.","Druelle, C.","Chazard, E.","Roland-Billecart, T.","Nuytten, A.","Richard, F.","Dupré, A.","Raoul, G.","Ferri, J.","Lacroix, D.","Gosset, D.","Schlund, M.","Truffert, P."],"bibdata":{"bibtype":"article","type":"article","title":"Three-Dimensional Printing Model Enhances Craniofacial Trauma Teaching by Improving Morphologic and Biomechanical Understanding: A Randomized Controlled Study","volume":"149","issn":"1529-4242","shorttitle":"Three-Dimensional Printing Model Enhances Craniofacial Trauma Teaching by Improving Morphologic and Biomechanical Understanding","doi":"10.1097/PRS.0000000000008869","abstract":"BACKGROUND: Teaching about craniofacial traumas is challenging given the complexity of the craniofacial anatomy and the necessity for good spatial representation skills. To solve these problems, three-dimensional printing seems to be an appropriate educative material. In this study, the authors conducted a randomized controlled trial. The authors' main objective was to compare the performance of the undergraduate medical students in an examination based on the teaching support: three-dimensionally printed models versus two-dimensional pictures. METHODS: All participants were randomly assigned to one of two groups using a random number table: the three-dimensionally-printed support group (three-dimensional group) or the two-dimensionally-displayed support group (two-dimensional group). All participants completed a multiple-choice question evaluation questionnaire on facial traumatology (first, a zygomatic bone fracture; then, a double mandible fracture). Sex and potential confounding factors were evaluated. RESULTS: Four hundred thirty-two fifth-year undergraduate medical students were enrolled in this study. Two hundred six students were allocated to the three-dimensional group, and 226 were allocated to the two-dimensional group. The three-dimensionally printed model was considered to be a better teaching material compared with two-dimensional support. The global mean score was 2.36 in the three-dimensional group versus 1.99 in the two-dimensional group (p = 0.008). Regarding teaching of biomechanical aspects, three-dimensionally-printed models provide better understanding (p = 0.015). Participants in both groups exhibited similar previous student educational achievements and visuospatial skills. CONCLUSIONS: This prospective, randomized, controlled educational trial demonstrated that incorporation of three-dimensionally-printed models improves medical students' understanding. This trial reinforces previous studies highlighting academic benefits in using three-dimensionally-printed models mostly in the field of understanding complex structures.","language":"eng","number":"3","journal":"Plastic and Reconstructive Surgery","author":[{"propositions":[],"lastnames":["Nicot"],"firstnames":["Romain"],"suffixes":[]},{"propositions":[],"lastnames":["Druelle"],"firstnames":["Charles"],"suffixes":[]},{"propositions":[],"lastnames":["Chazard"],"firstnames":["Emmanuel"],"suffixes":[]},{"propositions":[],"lastnames":["Roland-Billecart"],"firstnames":["Thomas"],"suffixes":[]},{"propositions":[],"lastnames":["Nuytten"],"firstnames":["Alexandra"],"suffixes":[]},{"propositions":[],"lastnames":["Richard"],"firstnames":["Florence"],"suffixes":[]},{"propositions":[],"lastnames":["Dupré"],"firstnames":["Aurélie"],"suffixes":[]},{"propositions":[],"lastnames":["Raoul"],"firstnames":["Gwénaël"],"suffixes":[]},{"propositions":[],"lastnames":["Ferri"],"firstnames":["Joël"],"suffixes":[]},{"propositions":[],"lastnames":["Lacroix"],"firstnames":["Dominique"],"suffixes":[]},{"propositions":[],"lastnames":["Gosset"],"firstnames":["Didier"],"suffixes":[]},{"propositions":[],"lastnames":["Schlund"],"firstnames":["Matthias"],"suffixes":[]},{"propositions":[],"lastnames":["Truffert"],"firstnames":["Patrick"],"suffixes":[]}],"month":"March","year":"2022","pmid":"35196687","pages":"475e–484e","bibtex":"@article{nicot_three-dimensional_2022,\n\ttitle = {Three-{Dimensional} {Printing} {Model} {Enhances} {Craniofacial} {Trauma} {Teaching} by {Improving} {Morphologic} and {Biomechanical} {Understanding}: {A} {Randomized} {Controlled} {Study}},\n\tvolume = {149},\n\tissn = {1529-4242},\n\tshorttitle = {Three-{Dimensional} {Printing} {Model} {Enhances} {Craniofacial} {Trauma} {Teaching} by {Improving} {Morphologic} and {Biomechanical} {Understanding}},\n\tdoi = {10.1097/PRS.0000000000008869},\n\tabstract = {BACKGROUND: Teaching about craniofacial traumas is challenging given the complexity of the craniofacial anatomy and the necessity for good spatial representation skills. To solve these problems, three-dimensional printing seems to be an appropriate educative material. In this study, the authors conducted a randomized controlled trial. The authors' main objective was to compare the performance of the undergraduate medical students in an examination based on the teaching support: three-dimensionally printed models versus two-dimensional pictures.\nMETHODS: All participants were randomly assigned to one of two groups using a random number table: the three-dimensionally-printed support group (three-dimensional group) or the two-dimensionally-displayed support group (two-dimensional group). All participants completed a multiple-choice question evaluation questionnaire on facial traumatology (first, a zygomatic bone fracture; then, a double mandible fracture). Sex and potential confounding factors were evaluated.\nRESULTS: Four hundred thirty-two fifth-year undergraduate medical students were enrolled in this study. Two hundred six students were allocated to the three-dimensional group, and 226 were allocated to the two-dimensional group. The three-dimensionally printed model was considered to be a better teaching material compared with two-dimensional support. The global mean score was 2.36 in the three-dimensional group versus 1.99 in the two-dimensional group (p = 0.008). Regarding teaching of biomechanical aspects, three-dimensionally-printed models provide better understanding (p = 0.015). Participants in both groups exhibited similar previous student educational achievements and visuospatial skills.\nCONCLUSIONS: This prospective, randomized, controlled educational trial demonstrated that incorporation of three-dimensionally-printed models improves medical students' understanding. This trial reinforces previous studies highlighting academic benefits in using three-dimensionally-printed models mostly in the field of understanding complex structures.},\n\tlanguage = {eng},\n\tnumber = {3},\n\tjournal = {Plastic and Reconstructive Surgery},\n\tauthor = {Nicot, Romain and Druelle, Charles and Chazard, Emmanuel and Roland-Billecart, Thomas and Nuytten, Alexandra and Richard, Florence and Dupré, Aurélie and Raoul, Gwénaël and Ferri, Joël and Lacroix, Dominique and Gosset, Didier and Schlund, Matthias and Truffert, Patrick},\n\tmonth = mar,\n\tyear = {2022},\n\tpmid = {35196687},\n\tpages = {475e--484e},\n}\n\n","author_short":["Nicot, R.","Druelle, C.","Chazard, E.","Roland-Billecart, T.","Nuytten, A.","Richard, F.","Dupré, A.","Raoul, G.","Ferri, J.","Lacroix, D.","Gosset, D.","Schlund, M.","Truffert, P."],"key":"nicot_three-dimensional_2022","id":"nicot_three-dimensional_2022","bibbaseid":"nicot-druelle-chazard-rolandbillecart-nuytten-richard-dupr-raoul-etal-threedimensionalprintingmodelenhancescraniofacialtraumateachingbyimprovingmorphologicandbiomechanicalunderstandingarandomizedcontrolledstudy-2022","role":"author","urls":{},"metadata":{"authorlinks":{}}},"bibtype":"article","biburl":"https://api.zotero.org/users/1597782/collections/MSB7W4UM/items?key=gxIPM4PJtMVcB8OpssCWodtP&format=bibtex&limit=100&start=0&sort=date","dataSources":["doevpoZ8x7wJceFTM"],"keywords":[],"search_terms":["three","dimensional","printing","model","enhances","craniofacial","trauma","teaching","improving","morphologic","biomechanical","understanding","randomized","controlled","study","nicot","druelle","chazard","roland-billecart","nuytten","richard","dupré","raoul","ferri","lacroix","gosset","schlund","truffert"],"title":"Three-Dimensional Printing Model Enhances Craniofacial Trauma Teaching by Improving Morphologic and Biomechanical Understanding: A Randomized Controlled Study","year":2022}