Effectiveness of 3D‑printed models prepared from radiological data for anatomy education: A meta‑analysis and trial sequential analysis of 22 randomized, controlled, crossover trials
نویسندگان
1 Department of Anaesthesiology, All India Institute of Medical Sciences, Patna, Bihar, India
2
3 Department of Anatomy, All India Institute of Medical Sciences, Bathinda, Punjab, India
4 Department of Anatomy, All India Institute of Medical Sciences Rishikesh, Uttarakhand, India
5 Department of Anatomy, BP Koirala Institute of Health Sciences, Nepal
doi
چکیده
BACKGROUND: Many academicians suggested the supplementary use of 3D‑printed modelsreconstructed from radiological images for optimal anatomy education. 3D‑printed model is newertechnology available to us. The purpose of this systematic review was to capture the usefulness oreffectiveness of this newer technology in anatomy education.MATERIALS AND METHODS: Twenty‑two studies met the inclusion and exclusion criteria forquantitative synthesis. The included studies were sub‑grouped according to the interventions andparticipants. No restrictions were applied based on geographical location, language and publicationyears. Randomized, controlled trial, cross‑sectional and cross‑over designs were included. The effectsize of each intervention in both participants was computed as a standardized mean difference (SMD).RESULTS: Twenty‑two randomized, controlled trials were included for quantitative estimation of effectsize of knowledge acquisition as standardized mean difference in 1435 participants. The pooled effectsize for 3D‑printed model was 0.77 (0.45–1.09, 95% CI, P < 0.0001) with 86% heterogeneity. Theaccuracy score was measured in only three studies and estimated effect size was 2.81 (1.08–4.54,95% CI, P = 0.001) with 92% heterogeneity. The satisfaction score was examined by questionnaire in 6studies. The estimated effect size was 2.00 (0.69–3.32, 95% CI, P= 0.003) with significant heterogeneity.CONCLUSION: The participants exposed to the 3D‑printed model performed better than participantswho used traditional methodologies. Thus, the 3D‑printed model is a potential tool for anatomyeducation.
