A study on 3D technology applied to teaching anatomy: an integrative review

Authors

DOI:

https://doi.org/10.33448/rsd-v9i11.9822

Keywords:

3D technology; Anatomy teaching; Learning.

Abstract

This article aims to investigate the use of 3D technology in teaching anatomy. The main requirements of this study are to know if the use of 3D technology facilitates the learning of the contents covered in the teaching of human anatomy. It is a preliminary study that can serve as parameters for a critical, reflective and creative training of students in the health field with the use of 3D technological resources. In this review, carried out from September to October 2019, we searched for articles indexed in the electronic databases PubMed, ScienceDirect and Google Scholar, published in Portuguese and English, from 2015 to 2019. The keywords used were: “3D”, “Teaching”, “human anatomy”, “learning”. Review studies, articles with duplicate data; titles and / or abstracts that do not meet the inclusion criteria were excluded, as well as papers with a lack of relevant information, totaling 14 articles for analysis in this review. Although prospecting is the most common method of teaching anatomy, recent technologies, such as 3D software, are also considered useful teaching tools. Undergraduate students presented as the only disadvantage the need to have the technological resource to create or replicate 3D models. The vast majority of works showed student satisfaction when they used 3D models. The present work demonstrates that 3D models are viable and supplementary tools for the study of human anatomy, however there is still a need for further studies to better use these tools in the teaching-learning process of human anatomy.

Author Biographies

Josaphat Soares Neto, Universidade Federal do Ceará

PROGRAMA DE PÓS GRADUAÇÃO EM CIÊNCIAS MORFOFUNCIONAIS - UFC

Maria Lucianny Lima Barbosa, Universidade Federal do Ceará

Doutoranda em Ciências Morfofuncionais- Universidade Federal do Ceará (UFC), graduada em Nutrição pela Universidade Federal do Piauí (UFPI). Mestre em Ciências Biomédicas- UFPI. Participa do projeto de extensão Brinquedo Terapêutico-UFC e do Núcleo de Estudos em Microscopia e Processamento de Imagens (NEMPI). Foi professora substituta do curso de Nutrição-UECE, participou do PET saúde-UECE. Atualmente pesquisa produtos com potencial terapêutico na inflamação gastrointestinal. Tem experiência em Nutrição Experimental, Anatomia e Saúde pública.

Heliene Linhares Matos, Universidade de Fortaleza

Possui Graduação em Odontologia pela Universidade Federal do Ceará (1989), Especialização em Docência do Ensino Superior pela Universidade de Fortaleza (1995) e Mestrado em Ciências Médicas pela Universidade de Fortaleza (2016). Atualmente é Doutoranda do Programa de Pós-Graduação em Ciências Morfofuncionais (PCMF) da Universidade Federal do Ceará e professora assistente da Universidade de Fortaleza desde 1993, onde lecionou as disciplinas de Anatomia Humana I, Anatomia Humana II, Anatomia Bucofacial e Neuroanatomia Funcional na graduação, desde 2012 leciona o Módulo de Dinâmica Celular, Sistemas Reguladores, desde 2013 leciona os Módulos de Comunicação e Deglutição I e Morfologia e Desenvolvimento Bucomaxilofacial. Participa do Programa de Monitoria Voluntária do Centro de Ciências da Saúde (CCS) da Universidade de Fortaleza.Tem experiência na área de Odontologia, com ênfase em Anatomia Bucofacial atuando principalmente nos seguintes temas: docência, aprendizagem, monitoria e anatomia.

Antônio Roberto Xavier, Universidade Federal do Ceará

Graduação em Licenciatura Plena em História pela Universidade Estadual do Ceará (UECE); Graduação em Licenciatura Plena em Pedagogia pela Faculdades Kurius (FAK), Especialista em História e Sociologia pela Universidade Regional do Cariri (URCA); Mestre em Sociologia pela Universidade Estadual do Ceará (UECE); Mestre em Planejamento e Políticas Públicas pela Universidade Estadual do Ceará (UECE); Doutor em Educação pela Universidade Federal do Ceará (UFC); Pós-doutor em Educação pela Universidade Federal da Paraíba (UFPB) e Pós-doutor em Educação (PNPD-2017-2018) pela Universidade Federal do Ceará (UFC); Doutor em Educação pela Universidade Federal do Ceará (UFC); Professor Permanente do Mestrado Acadêmico em Sociobiodiversidade e Tecnologias Sustentáveis (MASTS) e Professor do Curso de Graduação em Administração Pública presencial, ambos da UNILAB; Professor-Pesquisador no Programa de Pós-graduação Mestrado e Doutorado (PPGE) da Universidade Federal do Ceará (UFC).

Gilberto Santos Cerqueira, Universidade Federal do Ceará

Graduação em Farmácia- Bioquímica, Graduação em Licenciatura em Biologia,Formação em Farmácia Clínica pela Universidad de Chile, Titulo de Proficiência em Anatomia Macroscópica Humana, Sociedade Brasileira de Anatomia - SBA, Especialização em Análises clínicas(RJ) e Hematologia Clínica (UFC), Mestre em Farmacologia de Produtos Naturais(UFPB), Doutor em Farmacologia (UFC), Orientador do Mestrado da Universidade Federal do Ceará.

Emmanuel Prata de Souza, Universidade Federal do Ceará

Graduação em Nutrição pela Universidade Estadual do Ceará (2001), mestrado em Ciências Fisiológicas pela Universidade Estadual do Ceará (2004) e doutorado em Bioquímica pela Universidade Federal do Ceará (2007). É atualmente professor adjunto nível 4 da disciplina Anatomia da Universidade Federal do Ceará (2011).

References

Aziz, M. A., Mckenzie, J. C., Wilson, J. S.,Cowie, R. J., Ayeni, S. A., & Dunn, B. K. The human cadaver in the age of biomedical informatics. The Anatomical Record: An Official Publication of the American Association of Anatomists, 269(1), 20-32, 2002.

Baskaran, V., Štrkalj, G., Štrkalj, M., & Di Ieva, A. (2016). Current Applications and Future Perspectives of the Use of 3D Printing in Anatomical Training and Neurosurgery. Frontiers in neuroanatomy, 10, 69. https://doi.org/10.3389/fnana.2016.00069.

Bello F., & Brenton H. Current and future simulation and learning technologies. In: Surgical Education. Springer, Dordrecht, 2011. 123-149.

Cramer, J., Quigley, E., Hutchins, T., & Shah, L. (2017). Educational Material for 3D Visualization of Spine Procedures: Methods for Creation and Dissemination. Journal of digital imaging, 30(3), 296–300. https://doi.org/10.1007/s10278-017-9950-0

Cui, D., Wilson, T. D., Rockhold, R. W., Lehman, M. N., & Lynch, J. C. (2017). Evaluation of the effectiveness of 3D vascular stereoscopic models in anatomy instruction for first year medical students. Anatomical Sciences Education, 10(1), 34–45. https://doi.org/10.1002/ase.1626

Dinsmore, C. E., Daugherty S., & Zeitz, H. J. Teaching and learning gross anatomy: dissection, prosection, or “both of the above?”. Clinical Anatomy, 12(2), 110-114.

Esses, S. J., Berman, P., Bloom, A. I., & Sosna, J. (2011). Clinical applications of physical 3D models derived from MDCT data and created by rapid prototyping. AJR. American journal of roentgenology, 196(6), W683–W688. https://doi.org/10.2214/AJR.10.5681.

Fredieu, J. R., Kerbo, J., Herron, M., Klatte, R., & Cooke, M. Modelos anatômicos: uma revolução digital. Med.Sci.Educ. 25, 183–194 (2015). https://doi.org/10.1007/s40670-015-0115-9.

Fruhstorfer, B. H., Palmer, J., Brydges, S., & Abrahams, P. H. (2011). The use of plastinated prosections for teaching anatomy--the view of medical students on the value of this learning resource. Clinical anatomy (New York, N.Y.), 24(2), 246–252. https://doi.org/10.1002/ca.21107.

Garas, M., Vaccarezza, M., Newland, G., McVay-Doornbusch, K., & Hasani, J. (2018). 3D-Printed specimens as a valuable tool in anatomy education: A pilot study. Annals of anatomy = Anatomischer Anzeiger : official organ of the Anatomische Gesellschaft, 219, 57–64. https://doi.org/10.1016/j.aanat.2018.05.006

Ghosh, S. K. (2017). Cadaveric dissection as an educational tool for anatomical sciences in the 21st century. Anatomical Sciences Education, 10(3), 286–299. https://doi.org/10.1002/ase.1649.

Habbal, O. (2009). The State of Human Anatomy Teaching in the Medical Schools of Gulf Cooperation Council Countries: Present and future perspectives. Sultan Qaboos University medical journal, 9(1), 24–31.

Von Hagens, G. (1979). Impregnation of soft biological specimens with thermosetting resins and elastomers. The Anatomical record, 194(2), 247–255. https://doi.org/1 0.1002/ar.1091940206

Khayruddeen, L., Livingstone D., & Ferguson E. Creating a 3D Learning Tool for the Growth and Development of the Craniofacial Skeleton. In: Biomedical Visualisation. Springer, Cham, 2019. p. 57-70.

Langridge, B., Momin, S., Coumbe, B., Woin, E., Griffin, M., & Butler, P. (2018). Systematic Review of the Use of 3-Dimensional Printing in Surgical Teaching and Assessment. Journal of surgical education, 75(1), 209–221. https://doi.org/10.1016/j.jsurg.2017.06.033.

Lee, J.M., Zhang, M., & Yeong W. Y. Characterization and evaluation of 3D printed microfluidic chip for cell processing. Microfluidics and Nanofluidics, 20(1), 5.

Lim, K. H., Loo, Z. Y., Goldie, S. J., Adams, J. W., & McMenamin, P. G. (2016). Use of 3D printed models in medical education: A randomized control trial comparing 3D prints versus cadaveric materials for learning external cardiac anatomy. Anatomical Sciences Education, 9(3), 213–221. https://doi.org/10.1002/ase.1573.

Lozano, M., Haro, F. B., Diaz, C. M., Manzoor, S., Ugidos, G. F., & Mendez, J. (2017). 3D Digitization and Prototyping of the Skull for Practical Use in the Teaching of Human Anatomy. Journal of medical systems, 41(5), 83. https://doi.org/10.1007/s10916-017-0728-1.

Mandressi, R. Dissecações e anatomia. História do corpo. (2a ed.), Petrópolis: Vozes, 664p. 2008.

Marro, A., Bandukwala, T., & Mak, W. (2016). Three-Dimensional Printing and Medical Imaging: A Review of the Methods and Applications. Current problems in diagnostic radiology, 45(1), 2–9. https://doi.org/10.1067/j.cpradiol.2015.07.009.

Mashiko, T., Otani, K., Kawano, R., Konno, T., Kaneko, N., Ito, Y., & Watanabe, E. (2015). Development of three-dimensional hollow elastic model for cerebral aneurysm clipping simulation enabling rapid and low cost prototyping. World neurosurgery, 83(3), 351–361. https://doi.org/10.1016/j.wneu.2013.10.032.

McLachlan, J. C., Bligh, J., Bradley, P., & Searle, J. (2004). Teaching anatomy without cadavers. Medical education, 38(4), 418–424. https://doi.org/10.1046/j.1365-2923.2004.01795.

McMenamin, P. G., Quayle, M. R., McHenry, C. R., & Adams, J. W. (2014). The production of anatomical teaching resources using three-dimensional (3D) printing technology. Anatomical sciences education, 7(6), 479–486. https://doi.org/10.1002/ase.1475

Michalski, M. H., & Ross, J. S. (2014). The shape of things to come: 3D printing in medicine. JAMA, 312(21), 2213–2214. https://doi.org/10.1001/jama.2014.9542.

Mitrousias, V., Varitimidis, S. E., Hantes, M. E., Malizos, K. N., Arvanitis, D. L., & Zibis, A. H. (2018). Anatomy learning from prosected cadaveric specimens versus three-dimensional software: A comparative study of upper limb anatomy. Annals of anatomy = Anatomischer Anzeiger: official organ of the Anatomische Gesellschaft, 218, 156–164. https://doi.org/10.1016/j.aanat.2018.02.015.

Murgitroyd, E., Madurska, M., Gonzalez, J., & Watson, A. (2015). 3D digital anatomy modelling - Practical or pretty? The surgeon: journal of the Royal Colleges of Surgeons of Edinburgh and Ireland, 13(3), 177–180. https://doi.org/10.1016/j.surge.2014.10.007.

Older, J. (2004). Anatomy: a must for teaching the next generation. The surgeo : journal of the Royal Colleges of Surgeons of Edinburgh and Ireland, 2(2), 79–90. https://doi.org/10.1016/s1479-666x(04)80050-7.

Onisaki, H. H. C., & De Bastos, V. R. M. Impressão 3D e o desenvolvimento de produtos educacionais. Revista de Estudos e Pesquisas sobre Ensino Tecnológico (EDUCITEC), v. 5, n. 10, 2019.

Paiva, M. R. F., Parente, J. R. F., Brandão, I. R., & Queiroz, A. H. B. Metodologias ativas de ensino-aprendizagem: revisão integrativa. SANARE-Revista de Políticas Públicas, 15(2).

Pawlina, W., & Drake, R. L. (2015). New (or not-so-new) tricks for old dogs: ultrasound imaging in anatomy laboratories. Anatomical Sciences Education, 8(3), 195–196. https://doi.org/10.1002/ase.1533.

Preece, D., Williams, S. B., Lam, R., & Weller, R. (2013). "Let's get physical": advantages of a physical model over 3D computer models and textbooks in learning imaging anatomy. Anatomical Sciences Education, 6(4), 216–224. https://doi.org/10.1002/ase.1345.

Pujol, S., Baldwin, M., Nassiri, J., Kikinis, R., & Shaffer, K. (2016). Using 3D Modeling Techniques to Enhance Teaching of Difficult Anatomical Concepts. Academic radiology, 23(4), 507–516. https://doi.org/10.1016/j.acra.2015.12.012.

Rengier, F., Mehndiratta, A., von Tengg-Kobligk, H., Zechmann, C. M., Unterhinninghofen, R., Kauczor, H. U., & Giesel, F. L. (2010). 3D printing based on imaging data: review of medical applications. International journal of computer assisted radiology and surgery, 5(4), 335–341. https://doi.org/10.1007/s11548-010-0476-x.

Rother, E.T. Revisão sistemática X revisão narrativa. Acta paulista de enfermagem, 20(2), v-vi, 2007.

Royer, D. F. (2016). The role of ultrasound in graduate anatomy education: Current state of integration in the United States and faculty perceptions. Anatomical sciences education, 9(5), 453–467. https://doi.org/10.1002/ase.1598.

Sander, I. M., McGoldrick, M. T., Helms, M. N., Betts, A., van Avermaete, A., Owers, E., Doney, E., Liepert, T., Niebur, G., Liepert, D., & Leevy, W. M. (2017). Three-dimensional printing of X-ray computed tomography datasets with multiple materials using open-source data processing. Anatomical sciences education, 10(4), 383–391. https://doi.org/10.1002/ase.1682.

Sing, S. L., An, J., Yeong, W. Y., & Wiria, F. E. (2016). Laser and electron-beam powder-bed additive manufacturing of metallic implants: A review on processes, materials and designs. Journal of orthopaedic research: official publication of the Orthopaedic Research Society, 34(3), 369–385. https://doi.org/10.1002/jor.23075.

Sugand, K., Abrahams, P., & Khurana, A. (2010). The anatomy of anatomy: a review for its modernization. Anatomical sciences education, 3(2), 83–93. https://doi.org/10.1002/ase.139

Tan, H. K. J., Yap Z. K. P., Yeong, W. Y., Srenivasulu, R. M., Dinesh, K. S., & Ferenczi, M. 3D printing of anatomy bio-models for medical education.

Turney B. W. (2007). Anatomy in a modern medical curriculum. Annals of the Royal College of Surgeons of England, 89(2), 104–107. https://doi.org/10.1308/003588407X168244.

Vaccarezza, M., & Papa, V. (2015). 3D printing: a valuable resource in human anatomy education. Anatomical science international, 90(1), 64–65. https://doi.org/10.1007/s12565-014-0257-7.

Ventola C. L. (2014). Medical Applications for 3D Printing: Current and Projected Uses. P & T: a peer-reviewed journal for formulary management, 39(10), 704–711.

Willan, P. L., & Humpherson, J. R. (1999). Concepts of variation and normality in morphology: important issues at risk of neglect in modern undergraduate medical courses. Clinical anatomy (New York, N.Y.), 12(3), 186–190. https://doi.org/10.1002/( SICI)1098-2353(1999)12:3<186::AID-CA7>3.0.CO;2-6.

Young, J. C., Quayle, M. R., Adams, J. W., Bertram, J. F., & McMenamin, P. G. (2019). Three-Dimensional Printing of Archived Human Fetal Material for Teaching Purposes. Anatomical sciences education, 12(1), 90–96. https://doi.org/10.1002/ase.1805.

Zilverschoon, M., Vincken, K. L., & Bleys, R. L. (2017). The virtual dissecting room: Creating highly detailed anatomy models for educational purposes. Journal of biomedical informatics, 65, 58–75. https://doi.org/10.1016/j.jbi.2016.11.005.

Downloads

Published

20/11/2020

How to Cite

SOARES NETO, J.; BARBOSA, M. L. L. .; MATOS, H. L. .; XAVIER, . A. R. .; CERQUEIRA, G. S. .; SOUZA, E. P. de . A study on 3D technology applied to teaching anatomy: an integrative review. Research, Society and Development, [S. l.], v. 9, n. 11, p. e4259119822, 2020. DOI: 10.33448/rsd-v9i11.9822. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/9822. Acesso em: 25 nov. 2024.

Issue

Vol. 9 No. 11

Section

Review Article

License

Copyright (c) 2020 Josaphat Soares Neto; Maria Lucianny Lima Barbosa; Heliene Linhares Matos; Antônio Roberto Xavier; Gilberto Santos Cerqueira; Emmanuel Prata de Souza

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.