3D Resin Printed Fracture Models for Anatomy Education

Not Applicable

Completed

• Conditions: Anatomical Pathological Condition; Educational Problems
• Interventions: Other: Clinical Anatomical Education with Standard Bone Models; Other: Clinical Anatomical Education with Fractured Bone Models

• Registration Number: NCT06061003
• Lead Sponsor: Abant Izzet Baysal University

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.

Study Timeline

• Study First Submitted: 2023-09-24
• Study First Submitted QC: 2023-09-24
• Study Start: 2023-09-29
• Study First Posted: 2023-09-29
• Status Verified: 2024-10
• Primary Completion: 2024-10-29
• Last Update Submitted: 2024-10-29
• Study Completion: 2024-10-30
• Last Update Posted: 2024-10-31

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 98

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

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
Standard Anatomic Model Group	Clinical Anatomical Education with Standard Bone Models	All participants will receive 1 hour training on anatomy and pathophysiology of toric wrist fractures.After lecture completed, the Standard Anatomic Model Group will engage in a 1-hour hands-on practical session in the laboratory, working with standard anatomical wrist models.
Fractured Model Group	Clinical Anatomical Education with Fractured Bone Models	All participants will receive 1 hour training on anatomy and pathophysiology of toric wrist fractures. After lecture completed, the Fractured Model Group will engage in a 1-hour hands-on practical session in the laboratory, working with wrist fracture models.

Primary Outcome Measures

Name	Time	Method
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 Outcome Measures

Name	Time	Method
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.

Trial Locations

Locations (1)

Abant Izzet Baysal University; 🇹🇷 Bolu, Merkez, Turkey