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Randomized Controlled Trial
. 2022 Sep 28;22(1):695.
doi: 10.1186/s12909-022-03756-2.

Students' learning experiences of three-dimensional printed models and plastinated specimens: a qualitative analysis

Shairah Radzi #  1 , Ramya Chandrasekaran #  1 , Zhen Kai Peh  1 , Preman Rajalingam  1 , Wai Yee Yeong  2 , Sreenivasulu Reddy Mogali  3
Affiliations
Randomized Controlled Trial

Students' learning experiences of three-dimensional printed models and plastinated specimens: a qualitative analysis

Shairah Radzi et al. BMC Med Educ. .

Abstract

Background: Traditional cadaveric dissection is declining whilst plastinated and three-dimensional printed (3DP) models are increasingly popular as substitutes to the conventional anatomy teaching and learning methods. It is unclear about the pros and cons of these new tools and how they impact students' learning experiences of anatomy including humanistic values such as respect, care and empathy. METHODS: Ninety-six students' views were sought immediately after a randomized cross-over study. Pragmatic design was used to investigate the learning experiences of using plastinated and 3DP models of cardiac (in Phase 1, n = 63) and neck (in Phase 2, n = 33) anatomy. Inductive thematic analysis was conducted based on 278 free text comments (related to strengths, weaknesses, things to improve), and focus group (n = 8) transcriptions in full verbatim about learning anatomy with these tools.

Results: Four themes were found: perceived authenticity, basic understanding versus complexity, attitudes towards respect and care, and multimodality and guidance.

Conclusions: Overall, students perceived plastinated specimens as more real and authentic, thus perceived more respect and care than 3DP models; whereas 3DP models were easy to use and prefered for learning basic anatomy.

Keywords: 3D printing; Anatomy; Medical education; Plastinated specimens; Qualitative; Students’ perceptions.

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Conflict of interest statement

The authors declare that they have no competing interests.

Figures

Fig. 1
Fig. 1
Anatomy learning tools used in this study. Left: neck; Right: cardiac plastinated and 3D-printed models
Fig. 2
Fig. 2
The four themes-perceived authenticity, basic understanding versus complexity, respect and care, and learning tool preferences- were based on the thematic analysis of open-ended survey questions and focus group discussion. Items in the blue and yellow boxes represented attributes of the plastinated specimens and 3DP models, respectively. 3DP = Three-dimensional printed
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