157 - Applications of Three-Dimensional Printing for Clinical Anatomy Instruction

Poster Board Number: 157
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Brandon Wainwright - SUNY Upstate Medical University; Paul Korytkowski - SUNY Upstate Medical University; Jennette Ball - SUNY Upstate Medical University

Abstract Body :Background:The study of human anatomy, relying traditionally on cadaveric specimens, is a cornerstone of medical education. However, cadaveric specimens require significant dissection, maintenance, ethical courtesy, and may demonstrate atypical anatomy. Synthetic anatomical models are a useful supplement to cadaveric specimens but are often costly and difficult to replace if broken. Additionally, previously available synthetic models may not accurately replicate true anatomy, limiting their educational utility. Three-dimensional (3D) printing offers an alternative to create anatomically accurate models quickly and affordably with customizable features. The authors describe unique applications of 3D printed anatomical models for medical student education based on a single institution experience. Applications:1. Difficult to visualize structures: Through the use of software capable of converting medical imaging (CT or MRI) to stereolithography (.stl) files, 3D printing provides the ability to create models of structures which are difficult to visualize or dissect from cadavers. The authors’ experience includes brain hemi-sections, cerebrovascular anatomy, and internal skull-base structures and foramen.2. Interactive models: Using open-source files, the authors printed 24 individual vertebrae (C1-L5) which interlock to form a fully articulating spine model. This model provided an engaging way for students to study the configuration of the spine in its entirety, as well as the relationship between individual vertebrae and their movement patterns. 3. Magnetic puzzles: Using computer aided design, the authors printed open-source models featuring magnet ports which, when installed, enabled 3D anatomical puzzles which could be assembled and reassembled to learn individual components of musculoskeletal and craniofacial anatomy, as well as how various components fit together in an interactive way Conclusions:Three-dimensional printing is a cost-effective way to create durable, anatomically accurate, and easily replaceable models for human anatomy instruction. Both creating and studying the models provide unique learning experiences for students which enhance anatomical understanding. Institutions with 3D printer access should be aware of the applications of this technology for the purposes of anatomy instruction.