Using 3D Paper Model Constructions and Wikki Stix&[trade] to Teach the Intricacies of the Pterygopalatine Fossa

Purpose The objective of this study was to create various model representations of the pterygopalatine fossa. This small, deep area within the facial skeleton is difficult to conceptualize as the various openings into and out of the fossa are not clearly visible from inspection of the skull alone. The traditional method for teaching this region to the dental students at our university has been to use a two‐dimensional representation wire‐diagram that emphasizes the various fiber types that are transmitted through the fossa. Methods Using materials easily accessible to educators, such as paper and craft supplies, a team of anatomists, clinicians, and medical illustrators collaborated to design 3D models representing the complex region of the pterygopalatine fossa. Results Two 3D models were created. Each used Wikki Stix, wax‐infused threads of various colors, to represent the sensory and autonomic fibers in the fossa. One kinesthetic model is a stylized inverted‐cone representation of the fossa that is pre‐labeled. The openings in the model were cut using a Cricut Explore One™ Machine. First‐year dental students were instructed how to arrange the Wikki‐Stix through the foramina of the fossa and how to fold the three‐dimensional cone model to incorporate these fibers. A second 3D kinesthetic model for teaching was developed alongside the simple model. The more complex 3D paper model used intervals of coronal, transverse, and sagittal sections through the skull to create the corresponding regions of communication with the pterygopalatine fossa, such as the cranial, oral, and nasal cavities and the orbit. These planes were then assembled into a free‐standing product. This model included black and white shadings of landmark structures such as the hard palate for the greater and lesser palatine nerves and the nasal cavity for the sphenopalatine (nasopalatine) nerves. This model was used to emphasize the spatial relationships of the nerves to approximate spaces within the cranium and skeleton. Dental students also crafted the Wikki‐Stix in context with the detailed 3D paper model to arrange the fibers in their target areas. Conclusions It is possible to produce 3D models of complex anatomical structures using basic materials. These models may be easily adopted by fellow educators as complex and expensive 3D printing tools are not required. Future research is needed to determine if these 3D models improve student outcomes compared to traditional teaching methods.