ABSTRACT
Se realizaron mediciones en los ejes x, y, z sobre modelos dentales de yeso, digitalizados e impresos con impresoras 3D, con fines comparativos, estadísticos y evaluativos, cuyo objetivo fue estimar el grado de coincidencia significativa entre los modelos, realizados por dos profesionales, en dos momentos diferentes. Los resultados arrojaron datos de gran precisión en forma y tamaño en los tres estudios, con mínima distorsión (no significativa, p =0,05), lo que determinó la importancia de implementación en forma institucional o privado el estudio digital de los mismos, para realizar comparaciones, mediciones, diagnósticos y acopio de modelos virtuales en un ordenador, siendo estos más precisos y de menor tiempo de trabajo (AU)
Measurements were made in the x, y, z axes on gypsum dental models, digitized and printed with 3D printers, for comparative, statistical and evaluative purposes, whose objective was estimate the degree of significant coincidence between models, that were made by two professionals, at two different times.The results were the achieve of data with a great shape´s and size´s precisionat the three studies, with minimal distortion (not significant, p = 0.05), which determined the importance of the institutional or private way of an implementation of the model´s digital studies, with the aim of doing comparisons, measurements, diagnostics, and collection of virtual models in a computer, to being more precise and with less work time (AU)
Subject(s)
Image Processing, Computer-Assisted , Calcium Sulfate , Models, Dental , Printing, Three-Dimensional , Stereolithography , Imaging, Three-DimensionalABSTRACT
Objective To evaluate the effect of 3D printed skeletal model in orthopedic clinical in-ternship teaching . Methods From October 2015 to October 2016 , 30 undergraduate clinical medical internship students were divided into traditional teaching group and 3D model teaching group randomly. 1 teaching ward round was conducted for each student. Teaching rounds were conducted according to routine procedures in traditional teaching group, while the 3D model teaching group used the patient's 3D print skeletal model to assist in teaching rounds and perform simulated surgery. All students were tested in theory and practice, and the teaching evaluation was carried out by questionnaire. Data were imputed into SPSS 19.0 for comparison between the two groups using t-test. Results Students in 3D model teaching group significantly outperformed than those in traditional teaching group in theoretical achievement [(92.27±4.56) vs. (86.87±5.30)] and practical achievement [(90.07±4.61) vs. (82.53±5.03)] (P<0.01). In respects of pro-moting theoretical knowledge, enhancing surgical participation, hands-on ability exercise, teaching attraction and overall satisfaction, students in 3D model teaching group gave a better evaluation of teaching they had received than those in the traditional teaching group (P<0.01). Conclusion 3D printed skeletal model is an effective teaching tool, and its application in clinical internship teaching at basic-level hospital can signifi-cantly improve teaching effectiveness and satisfaction. It is worth further exploration and promotion.