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.
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.
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DOI：
10.4103/jehp.jehp_199_22
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发表时间：
2022
影响因子：
1.4
通讯作者：
Khanal, Laxman
中科院分区：
文献类型：
--
作者：
Asghar, Adil;Naaz, Shagufta;Patra, Apurba;Ravi, Kumar S;Khanal, Laxman
许多院士建议补充使用从放射图像重建的3d打印模型，以实现最佳的解剖学教育。3d打印模型是我们可用的新技术。本系统综述的目的是捕捉这种新技术在解剖学教育中的有用性或有效性。22项研究符合定量综合的纳入和排除标准。纳入的研究根据干预措施和参与者进行分组。不受地理位置、语言和出版年份的限制。包括随机、对照试验、横断面和交叉设计。每个干预措施对两名参与者的影响量以标准化平均差（SMD）计算。纳入22个随机对照试验，对1435名参与者的标准化平均差异知识获取效应量进行定量估计。3d打印模型的合并效应大小为0.77 (0.45-1.09,95% CI, P < 0.0001)，异质性为86%。准确度评分仅在三项研究中测量，估计效应值为2.81 (1.08-4.54,95% CI, P = 0.001)，异质性为92%。采用问卷调查的方法对6项研究进行满意度评分。估计效应量为2.00 (0.69 ~ 3.32,95% CI, P = 0.003)，异质性显著。接触3d打印模型的参与者比使用传统方法的参与者表现得更好。因此，3d打印模型是解剖学教育的潜在工具。
Many academicians suggested the supplementary use of 3D-printed models reconstructed from radiological images for optimal anatomy education. 3D-printed model is newer technology available to us. The purpose of this systematic review was to capture the usefulness or effectiveness of this newer technology in anatomy education. Twenty-two studies met the inclusion and exclusion criteria for quantitative synthesis. The included studies were sub-grouped according to the interventions and participants. No restrictions were applied based on geographical location, language and publication years. Randomized, controlled trial, cross-sectional and cross-over designs were included. The effect size of each intervention in both participants was computed as a standardized mean difference (SMD). Twenty-two randomized, controlled trials were included for quantitative estimation of effect size of knowledge acquisition as standardized mean difference in 1435 participants. The pooled effect size for 3D-printed model was 0.77 (0.45–1.09, 95% CI, P < 0.0001) with 86% heterogeneity. The accuracy 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 6 studies. The estimated effect size was 2.00 (0.69–3.32, 95% CI, P = 0.003) with significant heterogeneity. The participants exposed to the 3D-printed model performed better than participants who used traditional methodologies. Thus, the 3D-printed model is a potential tool for anatomy education.