Evaluation of 3D and 2D tools in learning bone anatomy: Perceptions of Dental students
DOI:
https://doi.org/10.22370/asd.2026.7..5299Palabras clave:
Impresión tridimensional, Educación, Dental, Anatomía, Tecnología educativa, AutoeficaciaResumen
Objectives: To evaluate dental students' perceptions of learning, self-efficacy, and limitations when using three different anatomical study tools: 3D printed models, 2D visualizations, and 3D visualizations in the study of the sphenoid bone.
Materials and Methods: A descriptive methodology was employed with 38 dental students from an Anatomy I course. Participants were randomly assigned to use one of the three study tools. Data was collected through a validated survey assessing satisfaction with learning, self-efficacy, and perceived limitations. Statistical analysis included Pearson's correlation coefficient to explore associations between variables.
Results: Students showed higher satisfaction and self-efficacy with 3D printed models and 3D visualizations compared to 2D images. However, 2D images were perceived as more manageable, likely due to anatomical labels. A moderate positive correlation was found between satisfaction and self-efficacy (r = 0.576, p < 0.001). No significant correlations were observed between perceived limitations and academic performance.
Conclusions: The integration of 3D technologies in anatomical education enhances student satisfaction and perceived self-efficacy. However, the accessibility and cost of 3D printed models present challenges for widespread adoption. Future educational strategies should consider 3D visualizations with digital labeling to optimize learning experiences.
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Derechos de autor 2026 Applied Sciences in Dentistry
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