ArticleBMC medical education2022
The impact of 3D printed models on spatial orientation in echocardiography teaching.
Article in BMC medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed.
- Comparing the Effectiveness of Digital 3D PDF vs. 3D-Printed Heart Models as Learning Aids for Echocardiography in Medical Students.Medical science educator · 2025Article
- Cardiac Ultrasound Training for Medical Students Utilizing Drawing and Ward-Based Instruction.MedEdPORTAL : the journal of teaching and learning resources · 2025Article
- Exploring the dynamics of ultrasound training in medical education: current trends, debates, and approaches to didactics and hands-on learning.BMC medical education · 2024Review
- Exploring heart dissection techniques for enhancing anatomical education: a pilot study to replicate transthoracic echocardiography.Surgical and radiologic anatomy : SRA · 2024Article
- 3D Printed Models in Cardiology Training.JACC. Advances · 2024Article
Corrections and comments
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Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeDuring our transthoracic echocardiography (TTE) courses, medical students showed difficulty in spatial orientation. We implemented the use of 3D printed cardiac models of standard TTE views PLAX, PSAX, and A4C and assessed their efficacy in TTE-teaching.
methodsOne hundred fifty-three participants were split into two groups. A pre-test-retest of anatomy, 2D -, and 3D orientation was conducted. The intervention group (n = 77) was taught using 3D models; the control group (n = 76) without. Both were comparable with respect to baseline parameters. Besides test-scores, a Likert scale recorded experiences, difficulties, and evaluation of teaching instruments.
resultsFrom the 153 students evaluated, 123 improved, 20 did worse, and ten achieved the same result after the course. The median overall pre-test score was 29 of 41 points, and the retest score was 35 (p < 0.001). However, the intervention group taught with the 3D models, scored significantly better overall (p = 0.016), and in 2D-thinking (p = 0.002) and visual thinking (p = 0.006) subtests. A backward multivariate linear regression model revealed that the 3D models are a strong individual predictor of an excellent visual thinking score. In addition, our study showed that students with difficulty in visual thinking benefited considerably from the 3D models.
conclusionStudents taught using the 3D models significantly improved when compared with conventional teaching. Students regarded the provided models as most helpful in their learning process. We advocate the implementation of 3D-printed heart models featuring the standard views for teaching echocardiography. These findings may be transferable to other evidence based medical and surgical teaching interventions.
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Registered trials
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