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Vatankhah R, Emadzadeh A, Nekooei S, Tafaghodi Yousefi B, Khadem Rezaiyan M, Karimi Moonaghi H, Etezad Razavi M. 3D Printed Models for Teaching Orbital Anatomy, Anomalies and Fractures. JOVR [Internet]. 2021Oct.25 [cited 2024Apr.26];16(4):611–619. Available from: https://knepublishing.com/index.php/JOVR/article/view/9751

https://doi.org/10.18502/jovr.v16i4.9751

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  • Cited by 3 articles

authors

  • Roya Vatankhah

    Roya Vatankhah

    Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
  • Ali Emadzadeh

    Ali Emadzadeh

    Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
  • Sirous Nekooei

    Sirous Nekooei

    Department of Radiology, Mashhad University of Medical Sciences, Mashhad, Iran
  • Bahar Tafaghodi Yousefi

    Bahar Tafaghodi Yousefi

    Oculoplastic & Strabismus, Khatam Eye Hospital, Mashhad University of Medical Sciences, Mashhad, Iran
  • Majid Khadem Rezaiyan

    Majid Khadem Rezaiyan

    Department of Community and Public Health, Mashhad University of Medical Sciences, Mashhad, Iran
  • Hossein Karimi Moonaghi

    Hossein Karimi Moonaghi

    Nursing and Midwifery Care Research Center, Department of Medical Surgical Nursing, School of Nursing and Midwifery, and Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
  • Mohammad Etezad Razavi

    Mohammad Etezad Razavi

    Eye Research Center, Mashhad University of Medical Sciences, Mashhad, Iran

Published Date

  • Oct 25, 2021
This journal is publishing all the articles under Creative Commons Attribution License CC BY 4.0.

3D Printed Models for Teaching Orbital Anatomy, Anomalies and Fractures

Journal of Ophthalmic and Vision Research (JOVR) / October–December 2021, Volume 16, Issue 4 / Pages 611–619

Abstract

Purpose: The aim of this study was to determine the efficacy of using 3D printing models in the learning process of orbital anatomy and pathology by ophthalmology residents.


Methods: A quasi-experimental study was performed with 24 residents of ophthalmology at Mashhad University of Medical Sciences. Each stratum was randomized into two groups. The educational booklets were distributed, and various forms of orbital 3D models were printed from orbital computed tomography (CT) scans. Knowledge enhancement on the topics was measured by comparing pretest and posttest scores.


Results: Thirteen residents who were trained using traditional methods were deemed the control group; while 11 residents who were trained using the 3D printed models were classed as the intervention group. The control group was younger than the intervention group (P = 0.047). The results showed that there was a statistically significant difference in the total posttest scores between the two groups. Based on the repeated measures of the analysis of variance (ANOVA), score variables were significant between the two groups (P = 0.008). Interestingly, the use of the 3D educational model was more effective and statistically significant with the year one residents as compared to the year two residents (P = 0.002).


Conclusion: This study is the first one in Iran quantifying the effects of learning using 3D printed models in medical education. In fact, 3D modeling training is seemingly effective in teaching ophthalmic residents. As residents have never encountered such technology before, their experience using 3D models proved to be satisfactory and had a surprising positive effect on the learning process through visual training.

Keywords:

3D Printed Models, Learning, Ophthalmology Residents, Orbit

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