Application of 3D printing technology in the teaching of complex traumatic orthopedics

CAO Bo; MA Chuang; CHENG Xin-chun; Alimujiang·Abulaiti; REN Peng; TANG Dan-dan; CAO Li; YANG Guang-zhong

doi:10.3969/j.issn.2095-252X.2017.05.005

Abstract：Objective To explore the effects of applying 3D printing technology in the clinical teaching of complex fractures. Methods A total of 80 undergraduate intern students in Grade 5 were selected. The number of each student was randomly assigned by computer, then put them in a sequence in ascending order. The first 40 students were in the control group and the others were in the experimental group. The 3D printing technology was used to print out the complex fracture model based on patients' imaging data in the experimental group, which would digitally reproduce the type of fracture and possible fracture reduction method; The traditional teaching method of careful analysis of patients' traumatic history and imaging data combined with clinical anatomy was used in the control group. Results The understanding scores of the experimental group and control group were ( 8.75 ± 0.57 ) and ( 7.65 ± 0.74 ). The judgment scores of preoperative and postoperative fracture consistency of the experimental group and control group were ( 8.31 ± 0.47 ) and ( 6.48 ± 0.58 ). The representation scores of fracture type of the experimental group and control group were ( 85.56 ± 0.54 ) and ( 6.13 ± 0.54 ). The operation ability scores of the experimental group and control group were ( 87.56 ± 0.43 ) and ( 78.47 ± 0.34 ). The students in the experimental group had better performance in the above areas. The experimental group's scores were higher than the control group's, and the differences were statistically significant ( P < 0.05 ). There were no statistically significant differences in professional interest and theory test score. Conclusions The 3D printing technology has certain help for the complex fracture teaching, with a better application prospect in clinical teaching.