Table 1 Summary of study characteristics
From: 3D printing as a pedagogical tool for teaching normal human anatomy: a systematic review
Author (Year) | Country | Type of study | Design of study | Description | Use of statistical tools |
|---|---|---|---|---|---|
Ben Awadh et al. (2022) [23] | United Kingdom | Experimental | Randomized comparative controlled | 3DPAM enhances novice learner interpretation of cross-sectional anatomy of the thorax | Y |
Cercenelli et al. (2022) | Italy | Experimental and descriptive | Randomized | Educational tool evaluation combining 3DPAM and augmented reality | Y |
Chandrasekaran et al. (2022) [24] | Singapore | Experimental | Randomized controlled cross-over | Validated instrument measuring students’ perceptions on plastinated and 3DPAM of the heart and the neck | Y |
Hammerton et al. (2022) [25] | United Kingdom | Experimental | Â | 3DPAM acceptation for assessment by students and educators | N |
Harmon et al. (2022) [26] | USA | Descriptive | Â | 3DPAM for health science students | N |
Mogali et al. (2022) [27] | Singapore | Experimental | Randomized controlled cross-over | Effectiveness of 3DPAM compared to plastinated in learning cardiac and neck anatomy | Y |
Saleh et al. (2022) | United Kingdom | Descriptive and experimental | Â | Design of 3DPAM skull base, collaboration between clinicians and industry | N |
Tan et al. (2022) [28] | China | Descriptive and experimental | Â | Full color 3DPAM of the head and the upper limb | N |
Bertolini et al. (2021) [29] | Italy | Descriptive and experimental | Â | 3DPAM of the heart | N |
Krishnasamy et al. (2021) [30] | Malaysia | Descriptive and experimental | Â | Heart 3DPAM rapid prototyping | N |
Mahrous et al. (2021) [31] | USA | Descriptive and experimental | Â | Comparison of instructional technologies: natural teeth, 3DPAM et augmented reality | Y |
O’Brien et al. (2021) [32] | Canada | Experimental | Randomized controlled | Tracheo-bronchial 3DPAM to improve students understanding of segmentation anatomy | Y |
Ruiz and Dhaher (2021) [33] | Italy and USA | Descriptive and experimental | Â | Multi-color and multi-material 3DPAMs of knee joint | N |
Smillie et al. (2021) [34] | United Kingdom | Descriptive and experimental | Â | Producing 3DPAM of hepatobiliary system from CT imaging data | N |
Vatankhah et al. (2021) [35] | Iran | Experimental | Randomized | 3DPAM for teaching orbital anatomy | Y |
Weatherall et al. (2021) [36] | Australia | Descriptive | Â | 3DPAM of pediatric airway models | N |
Abdulcadir et al. (2020) [37] | Switzerland | Descriptive and experimental | Â | 3DPAM pelvic prototype to improve sexual anatomy and physiology | N |
Chae et al. (2020) [38] | USA | Descriptive and experimental | Â | Comparison between 3DPAM and 3D scanned temporal bone models | Y |
Chedid et al. (2020) [39] | USA | Experimental | Randomized controlled cross-over | 3DPAM of the liver helps learner identify hepatic subsegments | Y |
Chen et al. (2020) [40] | China | Experimental | Randomized comparative | 3DPAM improves residents’ understanding of gastrocolic trunk anatomy | Y |
Damon et al. (2020) [41] | USA | Descriptive | Â | Orientation planning of anatomical spine 3DPAM | N |
Hojo et al. (2020) [42] | Japan | Descriptive and experimental | Â | Utility of pelvic 3DPAM for lymph node dissection | Y |
Javan et al. (2020) [43] | USA | Descriptive and experimental | Â | 3D visualization of pterygopalatine fossa using 3DPAM, serious game and virtual reality | N |
Low et al. (2020) [44] | USA | Descriptive | Â | Construction of frontal sinus 3DPAM | N |
Radzi et al. (2020) [45] | Singapore | Descriptive and experimental | Â | Heart 3DPAM for learning anatomy | Y |
Tanner et al. (2020) [46] | USA | Descriptive and experimental | Randomized | Pterygopalatine 3DPAM enhances learning | Y |
Tripodi et al. (2020) [47] | Australia | Descriptive | Â | Impact of bones 3DPAM on first year students | Y |
Williams et al. (2020) [48] | United Kingdom | Descriptive | Â | High fidelity retroperitoneal 3DPAM | N |
Backhouse al. (2019) [49] | Australia | Descriptive and experimental | Â | 3DPAM enables active and personalized learning | Y |
Bartikian et al. (2019) [50] | Portugal | Descriptive and experimental | Â | 3DPAM of head bones | N |
Cai et al. (2019) [51] | Singapore | Descriptive and experimental | Â | Effects of knee joint 3DPAM in improving anatomical spatial knowledge | Y |
Hojo et al. (2019) [52] | Japan | Experimental | Randomized controlled | Utility of pelvic 3DPAM for lateral pelvic lymph node dissection education | Y |
Kanagasuntheram et al. (2019) [53] | Singapore | Descriptive | Â | Composite midcarpal joint 3DPAM | N |
Low et al. (2019) | USA | Descriptive and experimental | Randomized | Use of frontal sinus 3DPAM and 2D illustrations for resident education | Y |
Shen et al. (2019) [54] | China | Descriptive | Â | Process of skull 3DPAM for anatomy education | N |
Skrzat et al. (2019) [55] | Poland | Descriptive and experimental | Â | Temporal bone 3DPAM for teaching gross anatomy | N |
Ugidos Lozano et al. (2019) [56] | Spain | Descriptive and experimental | Â | Applicability of 3DPAM for students of health sciences | N |
Yi et al. (2019) [57] | China | Experimental | Randomized controlled | Ventricular system 3DPAM in anatomy education | Y |
Young et al. (2019) | Australia | Descriptive | Â | 3DPAM of archive human fetal material for teaching | N |
Zhang et al. (2019) [58] | China | Descriptive and experimental | Â | 3DPAM for undergraduate medical students | Y |
Bannon et al. (2018) [59] | Scotland | Descriptive | Â | Pterygopalatine fossa negative 3DPAM | N |
Casciato et al. (2018) [60] | USA | Descriptive | Â | 3DPAM to enhance cross sectional anatomy instruction | N |
Garas et al. (2018) [61] | Australia | Experimental | Â | 3DPAM as a tool for anatomy education | Y |
Mogali et al. (2018) [62] | Singapore | Descriptive and experimental | Â | Evaluation by medical students of upper limb 3DPAM | Y |
Smith C.F et al. (2018) [63] | United Kingdom | Experimental | Randomized controlled | 3DPAM in undergraduate anatomy education | Y |
Smith M.L et al. (2018) [64] | Ireland | Descriptive | Â | 3DPAM for anatomy education | Y |
Suzuki et al. (2018) [65] | Japan | Descriptive | Â | Transparent temporal bone and vestibulocochlear 3DPAM | N |
Ugidos Lozano et al. (2018) | Spain | Descriptive | Â | Different digitalization techniques for 3DPAM | N |
Wu et al. (2018) [66] | China | Experimental | Randomized controlled | 3DPAM enhance teaching and learning bone spatial anatomy | Y |
Zhang et al. (2018) [67] | China | Descriptive and experimental | Randomized | Paranasal sinus 3DPAM | Y |
Bücking et al. (2017) [68] | United Kingdom | Descriptive |  | From medical imaging to 3DPAM | N |
Chen et al. (2017) [69] | China | Experimental | Randomized controlled | Role of skull 3DPAM in anatomy education | Y |
Favier et al. (2017) [70] | France | Descriptive and experimental | Â | Skull base 3DPAM for anatomical education and surgery simulation | N |
Javan et al. (2017) [71] | USA | Descriptive | Â | Cranial nerves 3DPAM | N |
Kavanagh et al. (2017) | USA | Descriptive and experimental | Â | Pediatric laryngeal simulator using 3DPAM | Y |
Legocki et al. (2017) [72] | USA | Descriptive and experimental | Â | Maxillofacial skeletal 3DPAM for entry-level | N |
Lozano et al. (2017) [73] | Spain | Descriptive and experimental | Â | Skull 3DPAM digitalization and prototyping | N |
Fasel et al. (2016) [74] | Switzerland | Descriptive and experimental | Â | Adapting anatomy teaching to surgical trends with classical dissection, 3DPAM and medical imaging | Y |
Javan et al. (2016) [75] | USA | Descriptive | Â | Understanding spatially complex anatomy with 3DPAM | N |
Kong et al. (2016) [76] | China | Experimental | Randomized controlled comparative | 3DPAM to improve teaching about hepatic segments to medical students | Y |
Kong et al. (2016) [77] | China | Experimental | Randomized controlled | 3DPAM to improve teaching about hepatic segments to medical students | Y |
Lim et al. (2016) [16] | Australia | Experimental | Randomized controlled | Comparison between 3DPAM and cadaveric dissection for learning cardiac extern anatomy | Y |
O’Reilly et al. (2016) [78] | Dublin | Descriptive and experimental | Randomized | Fabrication and assessment of lower limb et femoral vessel 3DPAM | Y |
Shah et al. (2016) [79] | USA | Descriptive and experimental | Â | Skull base 3DPAM to teach anatomy to neurosurgery residents | N |
Adams et al. (2015) [80] | Australia | Descriptive and experimental | Â | Orbital dissection 3DPAM reproduction for trainees in ophthalmology or optometry | N |
Cohen et al. (2015) [81] | USA | Descriptive and experimental | Â | Creation of temporal bone 3DPAM | N |
Hochman et al. (2015) [82] | Canada | Descriptive and experimental | Randomized | Comparison between 3DPAM and virtual haptic temporal bone | Y |
McMenamin al. (2014) [83] | Australia | Descriptive | Â | Production of anatomical teaching resources using 3DPAM | N |