The production of anatomical teaching resources using three-dimensional (3D) printing technology
The teaching of anatomy has consistently been the subject of societal controversy, especially in the context of employing cadaveric materials in professional medical and allied health professional training. The reduction in dissection‐based teaching in medical and allied health professional training...
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Published in | Anatomical sciences education Vol. 7; no. 6; pp. 479 - 486 |
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Main Authors | , , , |
Format | Journal Article |
Language | English |
Published |
United States
Blackwell Publishing Ltd
01.11.2014
Wiley-Blackwell Wiley Subscription Services, Inc |
Subjects | |
Online Access | Get full text |
ISSN | 1935-9772 1935-9780 1935-9780 |
DOI | 10.1002/ase.1475 |
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Abstract | The teaching of anatomy has consistently been the subject of societal controversy, especially in the context of employing cadaveric materials in professional medical and allied health professional training. The reduction in dissection‐based teaching in medical and allied health professional training programs has been in part due to the financial considerations involved in maintaining bequest programs, accessing human cadavers and concerns with health and safety considerations for students and staff exposed to formalin‐containing embalming fluids. This report details how additive manufacturing or three‐dimensional (3D) printing allows the creation of reproductions of prosected human cadaver and other anatomical specimens that obviates many of the above issues. These 3D prints are high resolution, accurate color reproductions of prosections based on data acquired by surface scanning or CT imaging. The application of 3D printing to produce models of negative spaces, contrast CT radiographic data using segmentation software is illustrated. The accuracy of printed specimens is compared with original specimens. This alternative approach to producing anatomically accurate reproductions offers many advantages over plastination as it allows rapid production of multiple copies of any dissected specimen, at any size scale and should be suitable for any teaching facility in any country, thereby avoiding some of the cultural and ethical issues associated with cadaver specimens either in an embalmed or plastinated form. Anat Sci Educ 7: 479–486. © 2014 American Association of Anatomists. |
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AbstractList | The teaching of anatomy has consistently been the subject of societal controversy, especially in the context of employing cadaveric materials in professional medical and allied health professional training. The reduction in dissection-based teaching in medical and allied health professional training programs has been in part due to the financial considerations involved in maintaining bequest programs, accessing human cadavers and concerns with health and safety considerations for students and staff exposed to formalin-containing embalming fluids. This report details how additive manufacturing or three-dimensional (3D) printing allows the creation of reproductions of prosected human cadaver and other anatomical specimens that obviates many of the above issues. These 3D prints are high resolution, accurate color reproductions of prosections based on data acquired by surface scanning or CT imaging. The application of 3D printing to produce models of negative spaces, contrast CT radiographic data using segmentation software is illustrated. The accuracy of printed specimens is compared with original specimens. This alternative approach to producing anatomically accurate reproductions offers many advantages over plastination as it allows rapid production of multiple copies of any dissected specimen, at any size scale and should be suitable for any teaching facility in any country, thereby avoiding some of the cultural and ethical issues associated with cadaver specimens either in an embalmed or plastinated form. The teaching of anatomy has consistently been the subject of societal controversy, especially in the context of employing cadaveric materials in professional medical and allied health professional training. The reduction in dissection‐based teaching in medical and allied health professional training programs has been in part due to the financial considerations involved in maintaining bequest programs, accessing human cadavers and concerns with health and safety considerations for students and staff exposed to formalin‐containing embalming fluids. This report details how additive manufacturing or three‐dimensional (3D) printing allows the creation of reproductions of prosected human cadaver and other anatomical specimens that obviates many of the above issues. These 3D prints are high resolution, accurate color reproductions of prosections based on data acquired by surface scanning or CT imaging. The application of 3D printing to produce models of negative spaces, contrast CT radiographic data using segmentation software is illustrated. The accuracy of printed specimens is compared with original specimens. This alternative approach to producing anatomically accurate reproductions offers many advantages over plastination as it allows rapid production of multiple copies of any dissected specimen, at any size scale and should be suitable for any teaching facility in any country, thereby avoiding some of the cultural and ethical issues associated with cadaver specimens either in an embalmed or plastinated form. Anat Sci Educ 7: 479–486. © 2014 American Association of Anatomists. The teaching of anatomy has consistently been the subject of societal controversy, especially in the context of employing cadaveric materials in professional medical and allied health professional training. The reduction in dissection-based teaching in medical and allied health professional training programs has been in part due to the financial considerations involved in maintaining bequest programs, accessing human cadavers and concerns with health and safety considerations for students and staff exposed to formalin-containing embalming fluids. This report details how additive manufacturing or three-dimensional (3D) printing allows the creation of reproductions of prosected human cadaver and other anatomical specimens that obviates many of the above issues. These 3D prints are high resolution, accurate color reproductions of prosections based on data acquired by surface scanning or CT imaging. The application of 3D printing to produce models of negative spaces, contrast CT radiographic data using segmentation software is illustrated. The accuracy of printed specimens is compared with original specimens. This alternative approach to producing anatomically accurate reproductions offers many advantages over plastination as it allows rapid production of multiple copies of any dissected specimen, at any size scale and should be suitable for any teaching facility in any country, thereby avoiding some of the cultural and ethical issues associated with cadaver specimens either in an embalmed or plastinated form.The teaching of anatomy has consistently been the subject of societal controversy, especially in the context of employing cadaveric materials in professional medical and allied health professional training. The reduction in dissection-based teaching in medical and allied health professional training programs has been in part due to the financial considerations involved in maintaining bequest programs, accessing human cadavers and concerns with health and safety considerations for students and staff exposed to formalin-containing embalming fluids. This report details how additive manufacturing or three-dimensional (3D) printing allows the creation of reproductions of prosected human cadaver and other anatomical specimens that obviates many of the above issues. These 3D prints are high resolution, accurate color reproductions of prosections based on data acquired by surface scanning or CT imaging. The application of 3D printing to produce models of negative spaces, contrast CT radiographic data using segmentation software is illustrated. The accuracy of printed specimens is compared with original specimens. This alternative approach to producing anatomically accurate reproductions offers many advantages over plastination as it allows rapid production of multiple copies of any dissected specimen, at any size scale and should be suitable for any teaching facility in any country, thereby avoiding some of the cultural and ethical issues associated with cadaver specimens either in an embalmed or plastinated form. |
Audience | Higher Education Postsecondary Education |
Author | McHenry, Colin R. Quayle, Michelle R. Adams, Justin W. McMenamin, Paul G. |
Author_xml | – sequence: 1 givenname: Paul G. surname: McMenamin fullname: McMenamin, Paul G. email: paul.mcmenamin@monash.edu organization: Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Victoria, Clayton, Australia – sequence: 2 givenname: Michelle R. surname: Quayle fullname: Quayle, Michelle R. organization: Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Victoria, Clayton, Australia – sequence: 3 givenname: Colin R. surname: McHenry fullname: McHenry, Colin R. organization: Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Victoria, Clayton, Australia – sequence: 4 givenname: Justin W. surname: Adams fullname: Adams, Justin W. organization: Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Victoria, Clayton, Australia |
BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1044150$$DView record in ERIC https://www.ncbi.nlm.nih.gov/pubmed/24976019$$D View this record in MEDLINE/PubMed |
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References_xml | – reference: Chambers J, Emlyn-Jones D. 2009. Keeping dissection alive for medical students. Anat Sci Educ 2:302-303. – reference: Drake RL, McBride JM, Lachman N, Pawlina W. 2009. Medical education in the anatomical sciences: The winds of change continue to blow. Anat Sci Educ 2:253-259. – reference: Johnson EO, Charchanti AV, Troupis TG. 2012. Modernization of an anatomy class: From conceptualization to implementation. A case for integrated multimodal-multidisciplinary teaching. Anat Sci Educ 5:354-366. – reference: McLachlan JC, Patten D. 2006. Anatomy teaching: Ghosts of the past, present and future. Med Educ 40:243-253. – reference: Tam MD, Laycock SD, Brown JR, Jakeways M. 2013. 3D printing of an aortic aneurysm to facilitate decision making and device selection for endovascular aneurysm repair in complex neck anatomy. J Endovasc Ther 20:863-867. – reference: Huotilainen E, Paloheimo M, Salmi M, Paloheimo KS, Björkstrand R, Tuomi J, Markkola A, Mäkitie A. 2014. Imaging requirements for medical applications of additive manufacturing. Acta Radiol 55:78-85. – reference: Jones DG, Whitaker MI. 2009. Engaging with plastination and the Body Worlds phenomenon: A cultural and intellectual challenge for anatomists. Clin Anat 22:770-776. – reference: Kalender WA. 2006. X-ray computed tomography. Phys Med Biol 51:R29-R43. – reference: Li J, Nie L, Li Z, Lin L, Tang L, Ouyang J. 2012. Maximizing modern distribution of complex anatomical spatial information: 3D reconstruction and rapid prototype production of anatomical corrosion casts of human specimens. Anat Sci Educ 5:330-339. – reference: Bickley HC, von Hagens G, Townsend FM. 1981. An improved method for the preservation of teaching specimens. Arch Pathol Lab Med 105:674-676. – reference: Preece D, Williams SB, Lam R, Weller R. 2013. "Let's get physical": Advantages of a physical model over 3D computer models and textbooks in learning imaging anatomy. Anat Sci Educ 6:216-224. – reference: AAA. 2012. American Association of Anatomists. Gross Anatomy Laboratory Design. AAA, Bethesda, MD. URL: http://www.anatomy.org/content/gross-anatomy-laboratory-design [accessed 25 March 2014]. – reference: Collier R. 2010. Cadaver shows stir controversy. CMAJ 182:687-688. – reference: Esses SJ, Berman P, Bloom AI, Sosna J. 2011. Clinical applications of physical 3D models derived from MDCT data and created by rapid prototyping. AJR Am J Roentgenol 196:W683-W688. – reference: Waran V, Devaraj P, Hari Chandran T, Muthusamy KA, Rathinam AK, Balakrishnan YK, Tung TS, Raman R, Rahman ZA. 2012. Three-dimensional anatomical accuracy of cranial models created by rapid prototyping techniques validated using a neuronavigation station. J Clin Neurosci 19:574-577. – reference: Smith EJ, Anstey JA, Venne G, Ellis RE. 2013. Using additive manufacturing in accuracy evaluation of reconstructions from computed tomography. Proc Inst Mech Eng H 227:551-559. – reference: Raja DS, Sultana B. 2012. Potential health hazards for students exposed to formaldehyde in the gross anatomy laboratory. J Environ Health 74:36-40. – reference: Estevez ME, Lindgren KA, Bergethon PR. 2010. A novel three-dimensional tool for teaching human anatomy. Anat Sci Educ 3:309-317. – reference: Lin LI. 2000. A note on the concordance correlation coefficient. Biometrics 56:324-325. – reference: Pham DT, Dimov SS. 2001. Rapid Manufacturing: The Technologies and Applications of Rapid Prototyping and Rapid Tooling. 1st Ed. London, UK: Springer-Verlag. 234 p. – reference: Lin LI. 1989. A concordance correlation coeffecient to evaluate reproducibility. Biometrics 45:255-268. – reference: Parker LM. 2002. Anatomical dissection: Why are we cutting it out? Dissection in undergraduate teaching. ANZ J Surg 72:910-912. – reference: Ramsey-Stewart G, Burgess AW, Hill DA. 2010. Back to the future: Teaching anatomy by whole-body dissection. Med J Aust 193:668-671. – reference: Heetun M. 2009. Anatomy dissection: A valuable surgical training tool. Br J Hosp Med (Lond) 70:540. – reference: Winkelmann A. 2007. Anatomical dissection as a teaching method in medical school: A review of the evidence. Med Educ 41:15-22. – reference: Human Tissue Act. 1982. Version No. 036. Human Tissue Act 1982 No. 9860 of 1982. Version incorporating amendments as at 1 January 2010. Public Health Branch, Rural and Regional Health and Aged Care Services Division of the Victorian State Government, Department of Health, Melbourne, Victoria, Australia. URL: http://www.health.vic.gov.au/humantissue/htact [accessed 31 May 2014]. – reference: Rengier F, Mehndiratta A, von Tengg-Kobligk H, Zechmann CM, Unterhinninghofen R, Kauczor HU, Giesel FL. 2010. 3D printing based on imaging data: Review of medical applications. Int J Comput Assist Radiol Surg 5:335-341. – reference: Monfared A, Mitteramskogler G, Gruber S, Salisbury JK Jr, Stampfl J, Blevins NH. 2012. 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Title | The production of anatomical teaching resources using three-dimensional (3D) printing technology |
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