2020-08-012024-05-17https://scholars.lib.ntu.edu.tw/handle/123456789/683063三維列印在過去幾年開始成為有利的工具，在全世界醫學有廣泛的應用。近幾年不僅常見於人類放射線醫學，也將其整合進入臨床常規使用的工具。此外，這項技術也使用在醫學教育目的，著重在一般醫學教育與手術教育方面。然而，關於獸醫學教育使用三維列印模組來進行研究的隨機取樣論文仍然極少，所以，獸醫系學生的學習體驗與學習效果需要進一步的評估。 本研究的主要目的是評估三維列印模組(3Dp)對於獸醫系學生如何了解和學習小動物的長骨解剖位置和骨畸形方向所造成的影響，以及比較三維列印模組(3Dp)教學相對於放射線攝影組(X-ray)教學和三維電腦斷層重建組(3D-CT)教學的學習成效及學習滿意度差異。 材料和方法：我們發展一個教學模組，其中包含三例典型的犬長骨畸形疾病（橈尺骨畸形，股骨畸形，脛骨畸形）。獸醫系學生90位依照課程安排依序接受三個教學模式（X-ray, 3D-CT, 3Dp），每一階段教學後將回答15題多選題，內容為長骨解剖構造辨認以及診斷長骨畸形的方向。我們將使用4題來評估獸醫系學生全體的學習經驗和知識獲得體驗。 結果發現獸醫系學生使用三維列印教學模組(3Dp)後的學習成效明顯優於其他兩組。3Dp組回答問題的速度最快，花費的時間最少，且答題正確率最高。透過跨領域的學習工具，讓學生自信程度都較優於之前的教學模式。因此，這個以臨床病例為基礎的三維列印教學模式可以使用在獸醫系大學部學生的獸醫學教育。 Three-dimensional (3D) printing has emerged in the past decade as a favorable tool for the world of medicine. It is currently reported as being common in human radiology and has been integrated into the clinical routine. Additionally, it has been used for the education purposes that focus on general medical education and surgical education. However, randomized controlled studies of veterinary medical education using 3D printed models remain scarce, and the learning experience of the undergraduate students need to be evaluated. Objective: The objective of this study is to evaluate the impact of three-dimensional printing (3Dp) models on how veterinary students understand and learn to identify bone anatomy and angular limb deformity, and to compare 3Dp models to radiography (X-ray) images and three-dimensional CT (3D-CT) reconstructions. Material and method: Canine Angular limb deformity (ALD) can arise from trauma, malunion, and congenital malformation. The diagnosis of ALD is quite challenging and it needs to be evaluated carefully before corrective osteotomy surgery. We develop the 3D printing teaching models that includes 3 typical ALD diseases (radial/ulna deformity, femur deformity, and tibia deformity). Students will learn to identify the long bone anatomic structure and long bone deformity in the each plane. Total 90 first to third year veterinary students will be taught by three teaching module groups (X-ray, 3D-CT, or 3Dp) according to lecture schedule. After each ending of the teaching module, students have to answer a multiple-choice questionnaire with 15 questions that covered normal long bone anatomy and the identification of limb deformity. We will use four additional questions to evaluate the overall learning experience and knowledge acquisition. Results: The students in the 3Dp group perform better than those in the other modules. Students in the 3Dp group will answer all questions more quickly and correctly. Pleasure, assistance, effect, and confidence were more predominant in students in the 3Dp group than in those in other groups. Therefore, the case-based teaching models made by 3Dp technology will be used as a means of premedical education.