A new classmate in anatomy education: 3D anatomical modeling medical students' engagement on learning through self-prepared anatomical models

Abstract

Traditional education often relies on passive learning approaches, whereas modern medical students increasingly seek interactive, technology-enhanced experiences. Despite the growing use of digital tools in anatomy education, there remains a lack of structured, student-centered 3D modeling courses embedded within the undergraduate medical curriculum. Guided by constructivist learning theory and emphasizing student co-creation, we designed the "Anatomical 3D Modeling Workshop", enabling students to create, visualize, and interact with anatomical models through 3D modeling, 3D printing, and virtual reality (VR). About 29 voluntary preclinical medical students participated in a 16-week elective course where they actively built anatomical models using professional software, produced medical animations, and experienced their creations in VR. Physical 3D prints of selected models were also produced. Outcomes were assessed through pre- and post-workshop anatomy exam scores and a questionnaire. Although exam scores demonstrated a nonsignificant post-workshop improvement, students reported substantial benefits, including stress and anxiety reduction and enhanced motivation, valuing the opportunity to co-create educational materials. They also highlighted the workshop's contribution to their professional development. Embedding student-centered and technology-driven strategies into anatomy education could reduce stress and anxiety. The Anatomical 3D Modeling Workshop demonstrates the potential of integrating active, hands-on approaches to transform medical education and better align with the expectations of learners.

Keywords: 3D anatomical modeling; anatomy education; anxiety; curriculum; rapid prototyping; student satisfaction; virtual reality.

FIGURE 1

A picture from the anatomical modeling workshop elective course.

FIGURE 2

An education material created by the lecturer. (You can watch the video via the QR code.)

FIGURE 3

Some of the instruction videos have been shown in the playlist. (You can watch the videos via the QR code.)

FIGURE 4

A sample of 3D‐printed and painted models that were created by the students.

FIGURE 5

A 3D model and the related animation. (You can watch the animation via the QR code.)

FIGURE 6

(A, B) Images of the virtual reality application of the models created by the students.

FIGURE 7

(A, B) Images of the virtual exhibition and conference on Spatial.io. (You can access the virtual exhibition via the QR code.)