Use of 3D printed models in student education of craniofacial traumas.

A low-cost 3D printed model has been introduced into the oral and maxillofacial surgery teaching program of undergraduate students to improve education and mechanical comprehension of craniofacial trauma. Steps of the 3D printed haptic model building process are listed. 3D printed models of facial fractures were obtained from Data Imaging and Communications in Medicine (DICOM) data. Computed Aided Design and Manufacturing (CAD-CAM) freeware was used to create new fractures on the standard tessellation language (STL) file. 3D printed haptic model appears to be an efficient low-cost support for craniofacial trauma education of undergraduate students.

Three-Dimensional Printing Model Enhances Craniofacial Trauma Teaching by Improving Morphologic and Biomechanical Understanding: A Randomized Controlled Study.

BACKGROUND: Teaching about craniofacial traumas is challenging given the complexity of the craniofacial anatomy and the necessity for good spatial representation skills. To solve these problems, three-dimensional printing seems to be an appropriate educative material. In this study, the authors conducted a randomized controlled trial. The authors' main objective was to compare the performance of the undergraduate medical students in an examination based on the teaching support: three-dimensionally printed models versus two-dimensional pictures. METHODS: All participants were randomly assigned to one of two groups using a random number table: the three-dimensionally-printed support group (three-dimensional group) or the two-dimensionally-displayed support group (two-dimensional group). All participants completed a multiple-choice question evaluation questionnaire on facial traumatology (first, a zygomatic bone fracture; then, a double mandible fracture). Sex and potential confounding factors were evaluated. RESULTS: Four hundred thirty-two fifth-year undergraduate medical students were enrolled in this study. Two hundred six students were allocated to the three-dimensional group, and 226 were allocated to the two-dimensional group. The three-dimensionally printed model was considered to be a better teaching material compared with two-dimensional support. The global mean score was 2.36 in the three-dimensional group versus 1.99 in the two-dimensional group (p = 0.008). Regarding teaching of biomechanical aspects, three-dimensionally-printed models provide better understanding (p = 0.015). Participants in both groups exhibited similar previous student educational achievements and visuospatial skills. CONCLUSIONS: This prospective, randomized, controlled educational trial demonstrated that incorporation of three-dimensionally-printed models improves medical students' understanding. This trial reinforces previous studies highlighting academic benefits in using three-dimensionally-printed models mostly in the field of understanding complex structures.

Using low-cost 3D-printed models of prenatal ultrasonography for visually-impaired expectant persons.

BACKGROUND: For visually impaired or blind patients, the experience of pregnancy sets them apart from nondisabled people for whom viewing of the first ultrasound has become a social and emotional milestone. OBJECTIVE: We proposed the use of 3D-printed models to allow the societal inclusion of visually impaired or blind expectant parents. PATIENT INVOLVEMENT: Visually impaired expectant parents were proposed to touch a 3D printed sensory vector of their prenatal classic ultrasonography. METHODS: After a classic ultrasound assessment was performed, selected volumes were processed and 3D-printed with acrylonitrile butadiene styrene. Patient satisfaction was recorded after they manipulated the models. RESULTS: A total of 42 prenatal 3D prints were for 12 expectant parents, used during 20 ultrasonographic sessions with visually impaired or blind expectant parents. During 13 of them (65%), it was the mother who was affected by a visual loss whereas the father was the parent affected by the disability during 7 sessions (35%). The parent affected by the disability was congenitally blind and Braille-reader in 9 ultrasonography sessions (45%). All expectant visually impaired or blind parents expressed very significant satisfaction with the use of 3D models for inclusive use. DISCUSSION: We have shown that acrylonitrile butadiene styrene-printed models improve the sonographic experience of visually impaired or blind expectant parents. They can thereby perform their own mental representation process by extrapolating sensory information obtained from the 3D tactile support. PRACTICAL VALUE: These low-cost 3D-printed models improve the inclusion of visually impaired or blind expectant parents, by offering them a sensory vector of information.

Complications in orthognathic surgery: A retrospective study of 5025 cases.

INTRODUCTION: Orthognathic surgery is a safe procedure with increasing indications during the past few decades. However, complications in exceptional situations can be serious and even lethal. OBJECTIVE: In this article, we analysed the complications of orthognathic surgery with the aim to recognize and treat them appropriately. MATERIALS AND METHODS: In all, 5025 cases of orthognathic surgery have been performed over a 25-year period. All the complications except trigeminal disorders, temporo-mandibular joint disorders, dental traumas, and bad splits were recorded with their corresponding management. RESULTS: In all, 73 complications were found including vascular complications, ophthalmic, infections, pseudarthrosis, and cranial base fractures. DISCUSSION: Complications in orthognathic surgery are rare. While many are manageable, some could have adverse outcomes. Each complication has its own treatment. Prevention can be achieved with perfect surgical techniques. However, some complications cannot be avoided even with skilled surgeons.