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Aplicação da impressão 3D no ensino da anatomia dentária : uma revisão sistemática sobre modelos anatómicos impressos
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Introdução: A impressão tridimensional (3D) tem vindo a assumir um papel cada vez mais relevante na Medicina Dentária, não só pelas suas aplicações clínicas, mas também pelo seu potencial como ferramenta educativa. No contexto do ensino da Anatomia Dentária, os modelos anatómicos impressos em 3D têm sido descritos como recursos pedagógicos capazes de complementar os métodos tradicionais de ensino, <br/>promovendo uma aprendizagem mais interativa e centrada no estudante. Assim, o objetivo desta revisão sistemática foi analisar a evidência científica disponível sobre a utilização de modelos anatómicos impressos em 3D no ensino da Anatomia Dentária. Materiais e Métodos: A presente revisão sistemática foi desenvolvida de acordo com as diretrizes PRISMA. Foi realizada uma pesquisa bibliográfica nas bases de dados <br/>PubMed/MEDLINE®, ScienceDirect® e Scopus®, em janeiro de 2026, com atualização em março de 2026, recorrendo a termos relacionados com impressão 3D, anatomia dentária e educação, sendo a pesquisa complementada por literatura cinzenta. A seleção dos estudos foi efetuada por dois investigadores independentes, de acordo com critérios de inclusão e exclusão previamente definidos. A qualidade metodológica dos estudos foi avaliada através da Checklist for Quasi-Experimental Studies do Joanna Briggs Institute (JBI), tendo a concordância entre investigadores sido <br/>determinada através do coeficiente Kappa de Cohen. Resultados: Foram identificados 948 registos, dos quais 7 cumpriram os critérios de <br/>elegibilidade e foram incluídos na revisão sistemática. De uma forma geral, os estudos incluídos sugerem que os modelos anatómicos impressos em 3D constituem um recurso pedagógico complementar relevante no ensino da Anatomia Dentária. A sua utilização parece contribuir positivamente para a compreensão da morfologia dentária, visualização tridimensional das estruturas anatómicas, desenvolvimento de <br/>competências práticas e aumento da motivação dos estudantes. Adicionalmente, os modelos impressos em 3D apresentam vantagens relacionadas com a padronização anatómica, acessibilidade e possibilidade de repetição dos procedimentos, reduzindo algumas das limitações associadas aos métodos convencionais de ensino. Conclusão: Os modelos anatómicos impressos em 3D representam uma ferramenta pedagógica complementar promissora no ensino pré-clínico da Anatomia Dentária. A evidência atualmente disponível sugere benefícios ao nível da aprendizagem, compreensão anatómica e desenvolvimento de competências práticas. Contudo, os resultados indicam que estes modelos não deverão substituir totalmente os métodos convencionais de ensino, mas sim ser integrados como recursos complementares no processo de ensino-aprendizagem.
Introduction: Three-dimensional (3D) printing has played an increasingly important role in Dentistry, not only because of its clinical applications but also due to its potential as an educational tool. In Dental Anatomy education, 3D-printed anatomical models have been described as valuable teaching resources capable of complementing traditional teaching methods by promoting a more interactive and student-centred learning experience. Therefore, the aim of this systematic review was to analyse the available scientific evidence regarding the use of 3D-printed anatomical models in Dental Anatomy education. Materials and Methods: This systematic review was conducted in accordance with the PRISMA guidelines. A literature search was performed in the PubMed/MEDLINE®, ScienceDirect®, and Scopus® databases in January 2026, with an update conducted in March 2026, using terms related to 3D printing, dental anatomy, and education. The search was complemented by grey literature. Study selection was carried out independently by two reviewers according to predefined inclusion and exclusion criteria. Methodological quality was assessed using the Checklist for Quasi-Experimental Studies developed by the Joanna Briggs Institute (JBI), and inter-reviewer agreement was determined using Cohen's Kappa coefficient. Results: A total of 948 records were identified, of which seven met the eligibility criteria and were included in the systematic review. Overall, the included studies suggest that 3D-printed anatomical models constitute a relevant complementary educational resource in Dental Anatomy education. Their use appears to contribute positively to the understanding of dental morphology, three-dimensional visualisation of anatomical structures, development of practical skills, and increased student motivation. In addition, 3D-printed models offer advantages related to anatomical standardisation, accessibility, and the possibility of repeated practice, while reducing some of the <br/>limitations associated with conventional teaching methods. Conclusion: 3D-printed anatomical models represent a promising complementary <br/>educational tool for pre-clinical Dental Anatomy teaching. The available evidence suggests positive effects on learning, anatomical understanding, and practical skill development. However, these models should not completely replace conventional teaching methods and should instead be integrated as complementary resources within the teaching and learning process.
Introduction: Three-dimensional (3D) printing has played an increasingly important role in Dentistry, not only because of its clinical applications but also due to its potential as an educational tool. In Dental Anatomy education, 3D-printed anatomical models have been described as valuable teaching resources capable of complementing traditional teaching methods by promoting a more interactive and student-centred learning experience. Therefore, the aim of this systematic review was to analyse the available scientific evidence regarding the use of 3D-printed anatomical models in Dental Anatomy education. Materials and Methods: This systematic review was conducted in accordance with the PRISMA guidelines. A literature search was performed in the PubMed/MEDLINE®, ScienceDirect®, and Scopus® databases in January 2026, with an update conducted in March 2026, using terms related to 3D printing, dental anatomy, and education. The search was complemented by grey literature. Study selection was carried out independently by two reviewers according to predefined inclusion and exclusion criteria. Methodological quality was assessed using the Checklist for Quasi-Experimental Studies developed by the Joanna Briggs Institute (JBI), and inter-reviewer agreement was determined using Cohen's Kappa coefficient. Results: A total of 948 records were identified, of which seven met the eligibility criteria and were included in the systematic review. Overall, the included studies suggest that 3D-printed anatomical models constitute a relevant complementary educational resource in Dental Anatomy education. Their use appears to contribute positively to the understanding of dental morphology, three-dimensional visualisation of anatomical structures, development of practical skills, and increased student motivation. In addition, 3D-printed models offer advantages related to anatomical standardisation, accessibility, and the possibility of repeated practice, while reducing some of the <br/>limitations associated with conventional teaching methods. Conclusion: 3D-printed anatomical models represent a promising complementary <br/>educational tool for pre-clinical Dental Anatomy teaching. The available evidence suggests positive effects on learning, anatomical understanding, and practical skill development. However, these models should not completely replace conventional teaching methods and should instead be integrated as complementary resources within the teaching and learning process.
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Palavras-chave
Impressão tridimensional Modelos dentários Anatomia dentária Educação dentária Ensino Three-dimensional printing Dental models Tooth anatomy Dental education Teaching
Contexto Educativo
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Licença CC
Sem licença CC