Implementing 3D printing and extended reality in anatomy education: Organization, evolution, and assessment of an innovative teaching program in an undergraduate medical school in the Netherlands

Abstract

Background

A knowledge gap exists on how to implement three dimensional (3D) printing and extended reality (XR) technologies in anatomy education. Also, it remains unclear how students experience the implementation of these new technologies in anatomy education,. This report describes the result of an elective course on the use of 3D prints and XR at our Faculty of Medical Sciences.

Methods

A 10-week elective course on the use of 3D prints and XR was organized for undergraduate students studying Medicine and Biomedical Sciences. Students were trained on how to construct 3D models and/or XR models from radiological data. Students received further education on the strengths and limitations of each technique and on how to evaluate scientific literature on this topic. Also, students received training on providing anatomy education using 3D models and/or XR models. The course was evaluated using a specifically designed survey containing twelve questions. Questions needed to be answered using a 5-point Likert scale to rate several topics concerning the course itself, educational elements and perceived study load.

Results

An extensive course description is provided to help other anatomy educators to adopt 3D prints and/or XR models in the curriculum at their institution. Student evaluations indicated that learners found the constructed (virtual) models insightful and highly motivating, which helped them to actively engage in (future) anatomy education.

Discussion

Here presented results encourage the further implementation of 3D models and/or XR models based on radiological data in anatomy education. However, future research on educational effectiveness are needed.