Anatomical Pathological Condition, Educational Problems
Conditions
Brief summary
Resin printing is an emerging technology with a wide array of applications. This research seeks to assess the practicality of incorporating 3D resin printed models into anatomy education while investigating how fractured models impact students' decision-making and quiz scores.
Detailed description
Over the past decade, 3D printing has become increasingly accessible and cost-effective, offering systems and materials suitable for home use. 3D printing is a technology that streamlines production by translating computer-generated models into physical objects, layer by layer. In comparison to other tissue engineering and rapid prototyping methods, 3D printing boasts numerous advantages, such as exceptional precision, rapid production, cost-effectiveness, and seamless integration. Utilizing 3D models can significantly enhance the comprehension of intricate structures for medical professionals and students alike. Common materials used in 3D printing include robust nylon, aluminum, gypsum, textile components, polylactic acid, and resin. Among these, photosensitive resin stands out, as it enables the creation of higher-quality, more intricate structures that closely resemble real tissues, offering a smoother finish devoid of visible raw material textures. This study's primary objective was to assess the suitability of tissues produced by a 3D resin printer in anatomy education, with the aim of enhancing hands-on training through direct manipulation of fractured bone models.
Interventions
OTHERClinical Anatomical Education with Fractured Bone Models
Participants will undergo a 2-hour training session, consisting of 60 minutes of theory and 60 minutes of practice. The theoretical lesson, supported by 2D images illustrating wrist anatomy, types of fractures, and rehabilitation based on fracture type, will be simultaneously delivered to both groups. Following this, the practical group will receive a 60-minute hands-on session using 3D-printed digital models of radius and ulna fractures. These training sessions will be scheduled in the morning hours, on a day when students have no other classes between 9 am and 12 pm, to minimize mental fatigue and exhaustion. In the practical session, anatomical structures, their relationships, and arrangements will be demonstrated to the practice group using a model of a fractured wrist.
OTHERClinical Anatomical Education with Standard Bone Models
Participants will undergo a 2-hour training session, consisting of 60 minutes of theory and 60 minutes of practice. The theoretical lesson, supported by 2D images illustrating wrist anatomy, types of fractures, and rehabilitation based on fracture type, will be simultaneously delivered to both groups. Following this, the practical group will receive a 60-minute hands-on session using 3D-printed digital models of radius and ulna fractures. These training sessions will be scheduled in the morning hours, on a day when students have no other classes between 9 am and 12 pm, to minimize mental fatigue and exhaustion. The control group will receive the same practical session using a standard anatomical model.
Sponsors
Abant Izzet Baysal University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Masking description
Due to the study design, control group will not receive any fractured models for practical lectures therefore only outcome assessor will be blinded to group allocation.
Intervention model description
Two groups as intervention and control groups. Assessments will be performed before intervention, and after the theorical/practical lectures.
Eligibility
Sex/Gender
ALL
Age
18 Years to 40 Years
Healthy volunteers
Yes
Inclusion criteria
* having stereopsis above 40 arc/seconds according to the Titmus Stereopsis Test
Exclusion criteria
* having partial or total vision loss * having a history of traumatic injury to the upper extremities within the last six months * having used wrist anatomy models in virtual or real environments
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Clinical Test | one hour | A 25-question multiple choice questions test will be employed to assess students' anatomical knowledge and their decision-making capabilities for the rehabilitation program. The test will be prepared according to Bloom's taxonomy and will consist of both multiple-choice and open-ended questions. Total test time wil lbe 60 minutes and scores will be recorded as percentages. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Academic Motivation | one hour | Academic Motivation Scale test taking motivation questionnaire will be used to assess participants' motivations. This scale, consisting of 22 questions and 7 subscales, evaluates amotivation, as well as internal and external motivation. |
| Test Anxiety Inventory | one hour | To examine whether there is a change in the level of anxiety experienced by students during the exam, a 5-question short version of Test Anxiety Inventory will be used. The test includes sections related to ease, comfort associated with learning, and alignment of exam questions with the course. |
| Enjoyment and Ease of Use Assessment | one hour | Participants will fill out a feedback questionnaire regarding the learning instruments using visual analogue scale. |
Countries
Turkey (Türkiye)
Contacts
Primary ContactMuhammed NUR OGUN, PhD
Outcome results
None listed