Seifert, Lukas B., Schnurr, Benedikt, Herrera‐Vizcaino, Carlos, Begic, Amira, Thieringer, Florian, Schwarz, Frank, and Sader, Robert
European Journal of Dental Education. Nov2020, Vol. 24 Issue 4, p799-806. 8p.
ORAL surgery, STUDENT attitudes, STEREOLITHOGRAPHY, HUMAN anatomical models, MAXILLOFACIAL surgery, MANN Whitney U Test, 3-D printers, and THREE-dimensional printing
Background: Recent advances in 3D printing technology have enabled the emergence of new educational and clinical tools for medical professionals. This study provides an exemplary description of the fabrication of 3D‐printed individualised patient models and assesses their educational value compared to cadaveric models in oral and maxillofacial surgery. Methods: A single‐stage, controlled cohort study was conducted within the context of a curricular course. A patient's CT scan was segmented into a stereolithographic model and then printed using a fused filament 3D printer. These individualised patient models were implemented and compared against cadaveric models in a curricular oral surgery hands‐on course. Students evaluated both models using a validated questionnaire. Additionally, a cost analysis for both models was carried out. P‐values were calculated using the Mann‐Whitney U test. Results: Thirty‐eight fourth‐year dental students participated in the study. Overall, significant differences between the two models were found in the student assessment. Whilst the cadaveric models achieved better results in the haptic feedback of the soft tissue, the 3D‐printed individualised patient models were regarded significantly more realistic with regard to the anatomical correctness, the degree of freedom of movement and the operative simulation. At 3.46 € (compared to 6.51 €), the 3D‐printed patient individualised models were exceptionally cost‐efficient. Conclusions: 3D‐printed patient individualised models presented a realistic alternative to cadaveric models in the undergraduate training of operational skills in oral and maxillofacial surgery. Whilst the 3D‐printed individualised patient models received positive feedback from students, some aspects of the model leave room for improvement. [ABSTRACT FROM AUTHOR]
García-Vázquez Verónica, von Haxthausen Felix, Jäckle Sonja, Schumann Christian, Kuhlemann Ivo, Bouchagiar Juljan, Höfer Anna-Catharina, Matysiak Florian, Hüttmann Gereon, Goltz Jan Peter, Kleemann Markus, Ernst Floris, and Horn Marco
Innovative Surgical Science, Vol 3, Iss 3, Pp 167-177 (2018)
3D rapid prototyping, aortic aneurysm, augmented reality, EVAR, image-guided therapy, real-time 3D ultrasound, tracking system, Surgery, and RD1-811
Endovascular aortic repair (EVAR) is a minimal-invasive technique that prevents life-threatening rupture in patients with aortic pathologies by implantation of an endoluminal stent graft. During the endovascular procedure, device navigation is currently performed by fluoroscopy in combination with digital subtraction angiography. This study presents the current iterative process of biomedical engineering within the disruptive interdisciplinary project Nav EVAR, which includes advanced navigation, image techniques and augmented reality with the aim of reducing side effects (namely radiation exposure and contrast agent administration) and optimising visualisation during EVAR procedures. This article describes the current prototype developed in this project and the experiments conducted to evaluate it.
Marcel Hanisch, Elke Kroeger, Markus Dekiff, Maximilian Timme, Johannes Kleinheinz, and Dieter Dirksen
International Journal of Environmental Research and Public Health, Vol 17, Iss 2901, p 2901 (2020)
3D printing, surgical training model, 3D rapid prototyping, root resection, CAD/CAM, dental education, and Medicine
Background: Most simulation models used at university dental clinics are typodonts. Usually, models show idealized eugnathic situations, which are rarely encountered in everyday practice. The aim of this study was to use 3D printing technology to manufacture individualized surgical training models for root tip resection (apicoectomy) on the basis of real patient data and to compare their suitability for dental education against a commercial typodont model. Methods: The training model was designed using CAD/CAM (computer-aided design/computer-aided manufacturing) technology. The printer used to manufacture the models employed the PolyJet technique. Dental students, about one year before their final examinations, acted as test persons and evaluated the simulation models on a visual analogue scale (VAS) with four questions (Q1–Q4). Results: A training model for root tip resection was constructed and printed employing two different materials (hard and soft) to differentiate anatomical structures within the model. The exercise was rated by 35 participants for the typodont model and 33 students for the 3D-printed model. Wilcoxon rank sum tests were carried out to identify differences in the assessments of the two model types. The alternative hypothesis for each test was: “The rating for the typodont model is higher than that for the 3D-printed model”. As the p-values reveal, the alternative hypothesis has to be rejected in all cases. For both models, the gingiva mask was criticized. Conclusions: Individual 3D-printed surgical training models based on real patient data offer a realistic alternative to industrially manufactured typodont models. However, there is still room for improvement with respect to the gingiva mask for learning surgical incision and flap formation.
European Journal of Dental Education. Nov2017, Vol. 21 Issue 4, pe119-e125. 7p.
THREE-dimensional printing, SIMULATION methods in education, DENTAL education, PROSTHODONTICS, INTERDISCIPLINARY education, DENTAL bonding, and DENTAL students
During the last few years, the curriculum of many dentistry schools in Germany has been reorganised. Two key aspects of the applied changes are the integration of up-to-date teaching methods and the promotion of interdisciplinarity. To support these efforts, an approach to fabricating individualised simulation models for hands-on courses employing 3D printing is presented. The models are based on real patients, thus providing students a more realistic preparation for real clinical situations. As a wide variety of dental procedures can be implemented, the simulation models can also contribute to a more interdisciplinary dental education. The data used for the construction of the models were acquired by 3D surface scanning. The data were further processed with 3D modelling software. Afterwards, the models were fabricated by 3D printing with the PolyJet technique. Three models serve as examples: a prosthodontic model for training veneer preparation, a conservative model for practicing dental bonding and an interdisciplinary model featuring carious teeth and an insufficient crown. The third model was evaluated in a hands-on course with 22 fourth-year dental students. The students answered a questionnaire and gave their personal opinion. Whilst the concept of the model received very positive feedback, some aspects of the implementation were criticised. We discuss these observations and suggest ways for further improvement. [ABSTRACT FROM AUTHOR]