Creating a 3D Printed Model of the Female Perineum to Supplement Traditional Cadaveric Education
Authors: Mullan Hillary Elise , Carter Yasmin 
Published: April 2020

Cadaveric materials are
the cornerstone of anatomy education as they provide students the opportunity to understand the complex spatial relationships of structures within their native environment. Despite their widespread use, cadaveric dissection in the hands of inexperienced medical students rarely provides adequate visualization of delicate
anatomy. An excellent example of this is the female perineum, where the structures to be studied are relatively small and often not well preserved. Continued pressure to condense anatomy courses may result in the elimination of “low‐yield” dissections such as the perineum from the anatomy curriculum in favor of laboratory sessions involving easier to dissect or more prominent regions. Additionally, the sensitive nature of the area may pose personal, ethical, and cultural concerns for some students. With these concerns in mind, our aim was to create a supplementary model to assist in teaching the anatomy of the female perineum. 3D‐modeling and printing technology was chosen as it has a short learning curve for novice users, and it allows for cost effective design, production, and dissemination of models. Standard methods of auto‐creating virtual 3D‐models from CT or MRI utilizing medical processing software were not feasible given that the structures of the perineum and pelvic diaphragm are not well visualized by standard imaging techniques. Therefore, referencing anatomical atlases and cadaveric prosections, we created a virtual model of the female perineum, pelvis and internal organs. While a majority of the structures in this model were created with Fusion 360 (Autodesk), we did incorporate structures from the opensource 3D‐print library Thinigverse, demonstrating the ease at which users can collaborate using 3D‐printing technology. This model was then 3D‐printed on a Makerbot2x Replicator using 1.5mm ABS filament. Currently, the model is being employed in small‐group self‐directed laboratory stations, supplementing prosected specimens. Here, we demonstrate that is it possible to use 3D‐printing technology to create a detailed anatomic model when cadaveric material and MRI is inadequate. The implications of this are vital for the future of anatomical education. While specialized training is always beneficial, online tutorials, active support communities and freely available software make it possible for anyone to create 3D‐printed models. Additionally, open access libraries allow users to collaborate on models and share designs. The low cost of producing 3D‐printed models enables faculty to provide a larger number and variety of models, not to replace cadaveric materials but to act as supplements for regions or concepts that are difficult to visualize or learn. Models can also be modified to represent specific pathology, or anatomical variations which are unlikely to be observed in cadavers. Finally, regions that are difficult to understand can be enlarged or color‐coded to facilitate learning. Future studies will validate the effectiveness of the model as a supplemental teaching tool.

Support or Funding Information

Massachusetts Medical Society Information Technology in Medicine Award