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Prespecialist perceptions of three-dimensional heart models in anatomical education

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Abstract

Purpose

This article aims to discuss the use of three-dimensional (3D) printed models of vascular variation cases as an educational tool for undergraduate and postgraduate anatomy students.

Methods

This advanced study involved ten anatomy assistants who were provided with five distinct cases of congenital cardiovascular variations, each accompanied by a computed tomography angiography (CT-A) and 1:1 solid model format. The residents were asked to generate perceptions for both formats and then compare these perceptions based on identifying the variation, defining the structural features, and evaluating relevant educational perspectives.

Results

The vascular origin measurement values compared to the statistically evaluated real values of the related cases showed that models were 1:1 identical copies. Qualitative assessment feedback from five stations supported the usefulness of 3D models as educational tools for organ anatomy, simulation of variational structures, and overall medical education and anatomy training. Models showcasing different anatomical variations such as aortic arch with Type 2 pattern, a right-sided aortic arch with Type 2 pattern, an aberrant right subclavian artery, arteria lusoria in thorax, and a left coronary artery originating from pulmonary trunk in an Alcapa type pattern allow for better analysis due to their complex anatomies, thus optimizing the study of variation-specific anatomy. The perception level in the 3D model contained higher points in all of the nine parameters, namely identification of cardiovascular variations, defining the vessel with anomaly, aortic arch branch count and appearance order, feasibility of using it in peers and student education. 3D models received a score 9.1 points, while CT-A images were rated at 4.8 out of 10.

Conclusion

3D printed anatomical models of variational cardiovascular anatomy serve as essential components of anatomy training and postgraduate clinical perception by granting demonstrative feedback and a superior comprehension of the visuospatial relationship between the anatomical structures.

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Funding

The study had no funding source.

Author information

Authors and Affiliations

  1. Department of Anatomy, Digital Imaging and 3D Modelling Laboratory, Faculty of Medicine, Ege University, Izmir, Turkey

    Fulya Yaprak, Mehmet Asim Ozer, Figen Govsa & Yelda Pinar

  2. Department of Anatomy, Faculty of Medicine, Izmir Democracy University, Izmir, Turkey

    Fulya Yaprak

  3. Department of Radiology, Faculty of Medicine, Ege University, Izmir, Turkey

    Akin Cinkooglu

  4. Faculty of Medicine, Dokuz Eylul University, Izmir, Turkey

    Gokhan Gokmen

Authors
  1. Fulya Yaprak
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  2. Mehmet Asim Ozer
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  3. Figen Govsa
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  4. Akin Cinkooglu
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  5. Yelda Pinar
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  6. Gokhan Gokmen
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Contributions

FG: manuscript writing, manuscript editing. MAO: 3D printing, 3D patient-specific models. FY: data collection, data analysis. YP: 3D printing, colored 3D models. AC: project idea, project development. GG: manuscript figures editing.

Corresponding author

Correspondence to Figen Govsa.

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Yaprak, F., Ozer, M.A., Govsa, F. et al. Prespecialist perceptions of three-dimensional heart models in anatomical education. Surg Radiol Anat 45, 1165–1175 (2023). https://doi.org/10.1007/s00276-023-03211-x

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  • DOI: https://doi.org/10.1007/s00276-023-03211-x

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