ArticleSurgical and radiologic anatomy : SRA2024
Use of 3D foot and ankle puzzle enhances student understanding of the skeletal anatomy in the early years of medical school.
Article in Surgical and radiologic anatomy : SRA, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- From anatomy to surgical safety: scenario-based learning for internal carotid artery patterns in undergraduate education.BMC medical education · 2026Article
- Enhancing Podiatry Students' Understanding of Foot Arch Through Footprint Activity.Journal of foot and ankle research · 2026Article
- Anatomical dissection influences emotions of podiatry students.Journal of foot and ankle research · 2025Article
- Application of a hybrid virtual-physical teaching model integrating mixed reality and 3D printing in clinical joint orthopedic education.Frontiers in surgery · 2025Article
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Authors and funding
7 authors.
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No grant is acknowledged in the PubMed record.
Abstract
purpose3D visualization is an important part of learning anatomy with cadavers generally used to effectuate this. However, high cost, ethical considerations, and limited accessibility can often limit the suitability of cadavers as teaching tools. Anatomical 3D printed models offer an alternative tool for teaching gross anatomy due to their low cost and accessibility. This study aims to investigate if combing gamification with 3D printed models can enhance the learning experience and be effective for teaching anatomy.
methods3D printed models of the bones of the foot and ankle were generated, and 267 first-year medical students from 2 consecutive cohorts worked in groups to put it together as a puzzle. Participants completed a questionnaire regarding perceptions of 3D models and their knowledge of foot anatomy, before and after the session and were asked to provide comments.
resultsAnalysis of the responses showed a significant increase in the confidence of the learners in their anatomy knowledge and an increased appreciation of the role that 3D models have in enhancing the learning experience. After the session, there were many comments saying how enjoyable and engaging 3D models were.
conclusionThrough the puzzle element of the session, the students were challenged mentally to work out the anatomical features of the foot and ankle. The combined elements of the puzzle and the features of the 3D model assembly made the activity fun and conducive to active learning. The possibility of having fun was not something the students had considered before the session.
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Registered trials
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