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Are 3D printed models acceptable in assessment?
Author(s) -
Hammerton Charlotte,
Yip Sharon Wing Lam,
Manobharath Nivetha,
Myers Gil,
Sturrock Alison
Publication year - 2022
Publication title -
the clinical teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.354
H-Index - 26
eISSN - 1743-498X
pISSN - 1743-4971
DOI - 10.1111/tct.13477
Subject(s) - summative assessment , formative assessment , thematic analysis , focus group , medical education , consistency (knowledge bases) , 3d printed , psychology , medicine , computer science , qualitative research , mathematics education , biomedical engineering , sociology , social science , artificial intelligence , anthropology
Background Three‐dimensional (3D) printed models are increasingly used in undergraduate anatomy teaching. However, their role and value in anatomy assessment remains under consideration. The aim of this study was to evaluate student and educator perspectives on acceptability of using novel 3D printed heart models for assessment. Methods We used printed 3D models of the heart for first‐year medical students, in small group teaching, formative assessment and revision at home. We adopted a mixed methods approach involving questionnaires, then focus groups to collect student and educator views. We used QSR Nvivo to manage thematic analysis of responses, carried out by student and educators, respectively. Findings Overall, students 89% (n = 75/84) and educators 91% (n = 10/11) found the assessment acceptable. Thematic analysis of focus groups (n = 4 students, n = 5 educators) identified five key perceptions shared across student and educator groups: 3D models are the future, realism is valued, models appear feasible, consistent and provide a potential for a range of applications in assessment. Discussion There was agreement between educators and students that the use of 3D heart models was acceptable. Key recognised benefits include accessibility and consistency across settings, made more relevant in the current COVID‐19 pandemic. We recommend integration of 3D models into teaching and assessment for educational alignment and careful selection of anatomy to model. Further research is required to explore the use of models in summative assessments.