105 - A 3D-printed Model of the Cerebral Arterial Circle Increases Confidence in Clinical Neuroanatomy

Poster Board Number: 105
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Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Introduction and Objective
Neurophobia - apprehension of the neurological sciences documented in medical students worldwide - can be due to a lack of confidence in neurological concepts, particularly neuroanatomy. While various methods have been studied to combat neurophobia, 3D-printed anatomical models have rarely been explored to increase student confidence in neuroanatomy and attenuate neurophobia. Additionally, neurophobia in other health professional students, including dental students, is understudied. This study examined the effects of a 3D-printed model of the cerebral arterial circle on neurophobia in dental students. The study was designed to test the hypothesis that students utilizing a cadaveric brain specimen and the 3D-printed model would report higher confidence levels in neurology and cerebrovascular anatomy than students using a 2D diagram of the cerebral arterial circle and cadaveric brain specimens.

Materials and Methods
The 3D-printed model of the cerebral arterial circle was made with a segmentation workflow using a de-identified magnetic resonance angiogram. This 3D-printed model was incorporated into the laboratory portion of the Advanced Head and Neck Anatomy course at the University of Colorado Anschutz Medical Campus for 2nd-year dental students (N=62, Age=24.78 ± 1.95 years, 61.3% female). Students were divided into cohorts utilizing cadaver specimens and either a 3D-printed cerebral arterial circle model (experimental, N=37) or a 2D diagram of the cerebral arterial circle (control, N=25) during laboratory instruction and completed an anonymous pre-and post-survey. Surveying polled student demographics, levels of neurophobia, and confidence in cerebrovascular anatomy.

Results
41.94% of dental students were rated as neurophobic (score ≥ 16) from the pre-survey. There was a significant effect of learning aid type on neurophobia score (H(3)=17.56, p< 0.001). Post-hoc analysis indicated that only students using the 3D printed model (W=-3.91, p=0.029) scored lower on the neurophobia inventory between the pre- and post-assessment. There was a significant main effect of learning aid on student confidence in studying (H(3)=18.57, p< 0.001) and understanding neurology (H(3)=14.43, p=0.002). Post-hoc analysis revealed significant increases in students’ self-perceived ability to study neurology (W=-4.98, p=0.002) and the ability to understand neurological concepts (W=-3.66, p=0.048) for the group using the 3D-printed model. Both the control (W=-5.62, p< 0.001; W=-5.88, p< 0.001) and experimental (W=-7.44, p< 0.001; W=-7.89, a< 0.001) groups also reported increased confidence levels for answering questions and understanding content related to the cerebral arterial circle.

Conclusion
Neurophobia was observed among dental students participating in this study. 3D-printed models of the cerebral arterial circle increased students’ self-perceived confidence in both neurology and complex topics in vascular neuroanatomy. These effects culminated in reduced neurophobia scores only for students using the 3D-printed model.

Significance and Implications
The prevalence of neurophobia in non-medical students is notable. This study highlights the value of 3D-printed models in education to enhance student confidence and, thereby, reduce neurophobia to below experimentally identifiable (< 16) levels. This study is ongoing, and data is currently being collected with first- and third-year medical students.