Abstract Background Three-dimensional (3D) printing is an emerging technology widely used in medical education. However, its role in the teaching of human anatomy needs further evaluation. Methods PubMed, Embase, EBSCO, SpringerLink, and Nature databases were searched systematically for studies published from January 2011 to April 2020 in the English language. GRADEprofiler software was used to evaluate the quality of literature. In this study, a meta-analysis of continuous and binary data was conducted. Both descriptive and statistical analyses were used. Results Comparing the post-training tests in neuroanatomy, cardiac anatomy, and abdominal anatomy, the standardized mean difference (SMD) of the 3D group and the conventional group were 1.27, 0.37, and 2.01, respectively ( p < 0.05). For 3D vs. cadaver and 3D vs. 2D, the SMD were 0.69 and 1.05, respectively ( p < 0.05). For answering time, the SMD of the 3D group vs. conventional group was – 0.61 ( P < 0.05). For 3D print usefulness, RR = 2.29( P < 0.05). Five of the six studies showed that satisfaction of the 3D group was higher than that of the conventional group. Two studies showed that accuracy of answering questions in the 3D group was higher than that in the conventional group. Conclusions Compared with students in the conventional group, those in the 3D printing group had advantages in accuracy and answering time. In the test of anatomical knowledge, the test results of students in the 3D group were not inferior (higher or equal) to those in the conventional group. The post-training test results of the 3D group were higher than those in the cadaver or 2D group. More students in the 3D printing group were satisfied with their learning compared with the conventional group. The results could be influenced by the quality of the randomized controlled trials. In a framework of ethical rigor, the application of the 3D printing model in human anatomy teaching is expected to grow further.
The aim of this study was to investigate whether the texture features of lung computed tomography images were altered by primary breast cancer without pulmonary metastasis.Texture analysis was performed on the regions of interest of lung computed tomography images from 36 patients with breast cancer and 36 healthy controls. Texture parameters between subjects with different clinical stages and hormone receptor (HR) statuses in patients with breast cancer were analyzed.Three texture parameters (mean, SD, and variance) were significantly different between patients with breast cancer and healthy controls and between preoperative and postoperative stages in patients with breast cancer. All 3 parameters showed an increasing trend under the tumor-bearing state. These parameters were significantly higher in the stage III + IV group than in the stage I + II group. The variance parameter was significantly higher in the HR-negative group than in the HR-positive group.Texture analysis may serve as a novel additional tool for discovering conventionally invisible changes in the lung tissue of patients with breast cancer.
Abstract Background 3D visualization technology applies computers and other devices to create a realistic virtual world for individuals with various sensory experiences such as 3D vision, touch, and smell to gain a more effective understanding of the relationships between real spatial structures and organizations. The purpose of this study was to comprehensively evaluate the effectiveness of 3D visualization technology in human anatomy teaching/training and explore the potential factors that affect the training effects to better guide the teaching of classroom/laboratory anatomy. Methods We systematically conducted a randomized controlled study on teaching human anatomy using 3D visualization technology. We extensively searched three authoritative databases, PubMed, Web of Science, and Embase; the main outcomes were the participants’ test scores and satisfaction, while the secondary outcomes were time consumption and enjoyment. Heterogeneity by I² was statistically determined because I² > 50%; therefore, a random-effects model was employed, using data processing software such as RevMan, Stata, and VOSviewer to process data, apply standardized mean difference and 95% confidence interval, and subgroup analysis to evaluate test results, and then conduct research through sensitivity analysis and meta-regression analysis. Results Thirty-nine randomized controlled trials (2,959 participants) were screened and included in this study. The system analysis of the main results showed that compared with other methods, including data from all regions 3D visualization technology moderately improved test scores as well as satisfaction and enjoyment; however, the time that students took to complete the test was not significantly reduced. Meta-regression analysis also showed that regional factors affected test scores, whereas other factors had no significant impact. When the literature from China was excluded, the satisfaction and happiness of the 3D virtual-reality group were statistically significant compared to those of the traditional group; however, the test results and time consumption were not statistically significant. Conclusion 3D visualization technology is an effective way to improve learners’ satisfaction with and enjoyment of human anatomical learning, but it cannot reduce the time required for testers to complete the test. 3D visualization technology may struggle to improve the testers’ scores. The literature test results from China are more prone to positive results and affected by regional bias.
Objective To seek the better teaching methods in the teaching course of systematic anatomy. Methods The subjects of 109 nursing students were divided into the trial group and the control group. The problem-disscuss teaching method based on learning groups was performed in the trial group while the traditional teaching method was done in the control group. After the course of systematic anatomy was finished, the two groups were tested with the same test paper,and the trial group were investigated.Results The testing result of the trial group was higher than that of the control group. There was significant difference between the two groups (P<0.05), and 95. 0% students approved the problem-disscussion teaching method based on learning groups. Conclusions The problem-disscussion teaching method based on learning groups was superior to the traditional teaching method.
Key words:
Learning groups; Problem-disscussion teaching method; Systematic anatomy
Abstract Purpose The hemispheric asymmetry and gender dimorphism of the central sulcus (CS) have been studied since the 19th century. Although there is a clear understanding that hemispheric asymmetry and gender dimorphism exist in adults, the time when the differences begin to occur remains unknown. Therefore, this study aimed to explore whether hemispheric asymmetry and gender dimorphism in the CS of the fetal brain at 13–22 gestational weeks exist, this is of great significance for studies on the early development of CS. Methods We used 7.0-T MRI to measure the maximum depth and length of the CS in 58 Chinese fetal specimens from 13 to 22 gestational weeks. The MRI was imported into Amira4.1 to reconstruct three-dimensional brain models, on which the measurements were performed. Then the lateral and gender differences in the CS of the fetal brain at 13–22 gestational weeks were analyzed. Results There were significant gender differences in the length of the CS at 13, 14, 16 (P < 0.01), and 18 gestational weeks (P < 0.05), as well as in the depth of the CS at 18 and 19 gestational weeks (P < 0.01). The lengths of the CS at 15 and 19 gestational weeks, and the maximum depth of the CS at 15 gestational weeks showed lateral differences (both P < 0.05). Conclusion Our findings revealed no stable hemispheric asymmetries or gender dimorphisms of the CS between 13 and 22 gestational weeks.
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