Evidence map›Paper›PMID 41329264›Full record

Article3D printing in medicine2025

Proposed medical school curricula for 3D printing.

Danielle Heiser, Stacy Ruther, Owais Salahudeen, Taaha Adamji, Jordan Mackner, Liane Ruddy, Garrett Trang, Prashanth Ravi, Jonathan M Morris, Summer J Decker and 7 more

Abstract read
In one paragraph

Article in 3D printing in medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

17 authors.

Danielle HeiserDepartment of Radiology, University of Arizona College of Medicine - Phoenix, Phoenix, AZ, USA. danielleheiser@arizona.edu.
Stacy RutherDepartment of Radiology, University of Arizona College of Medicine - Phoenix, Phoenix, AZ, USA.
Owais SalahudeenDepartment of Radiology, University of Arizona College of Medicine - Phoenix, Phoenix, AZ, USA.
Taaha AdamjiDepartment of Radiology, University of Arizona College of Medicine - Phoenix, Phoenix, AZ, USA.
Jordan MacknerDepartment of Radiology, University of Arizona College of Medicine - Phoenix, Phoenix, AZ, USA.
Liane RuddyDepartment of Radiology, University of Arizona College of Medicine - Phoenix, Phoenix, AZ, USA.
Garrett TrangDepartment of Radiology, University of Arizona College of Medicine - Phoenix, Phoenix, AZ, USA.
Prashanth RaviDepartment of Radiology, University of Cincinnati College of Medicine, Cincinnati, OH, USA.
Jonathan M MorrisDepartment of Radiology, Mayo Clinic Alix School of Medicine, Rochester, MN, USA.
Summer J DeckerDepartment of Radiology, Keck School of Medicine of USC, Los Angeles, CA, USA.
Jonathan M FordDepartment of Radiology, Keck School of Medicine of USC, Los Angeles, CA, USA.
David H BallardMallinckrodt Institute of Radiology, Washington University School of Medicine, St. Louis, MO, USA.
Kimberly HatchBanner University Medical Center - Phoenix, Phoenix, AZ, USA.
Michael F MorrisDepartment of Radiology, University of Arizona College of Medicine - Phoenix, Phoenix, AZ, USA.
Richard L HallettDepartment of Radiology, University of Arizona College of Medicine - Phoenix, Phoenix, AZ, USA.
Frank J RybickiDepartment of Radiology, University of Arizona College of Medicine - Phoenix, Phoenix, AZ, USA.
Rayna DeBellevueBanner University Medical Center - Phoenix, Phoenix, AZ, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

background3D printing is increasingly utilized in medical education, providing a hands-on approach to anatomical learning, surgical planning, and interdisciplinary collaboration. Despite growing interest, standardized curricula incorporating 3D printing into medical education are lacking.

methodsA multidisciplinary team of medical educators, engineers, and students developed three distinct curricular models to integrate 3D printing into undergraduate medical education. These models include (1) integration into anatomy coursework, (2) a fourth-year clerkship elective, and (3) a pre-clerkship elective. The outline for each curriculum was designed to be adaptable across institutions, emphasizing hands-on learning, imaging segmentation, basic elements of computer-aided design (CAD), and 3D printing applications in clinical care.

resultsThe proposed curricula outlined provide structured pathways for incorporating 3D printing into medical education, enhancing student engagement and comprehension of complex anatomical structures. By integrating 3D printing into anatomy courses, clerkships, and elective rotations, students gain critical skills applicable to future clinical practice. The curricular models vary in scope and resource requirements, offering flexibility for adoption across medical schools.

conclusionsStandardizing 3D printing curricula in medical education enhances anatomical understanding, promote interdisciplinary collaboration, and prepare students for future applications of this technology in clinical practice. Our framework serves as a guide for institutions seeking to implement 3D printing curricula, fostering innovation and hands-on learning opportunities for medical trainees.

trial registrationNot applicable. CLINICAL TRIAL NUMBER: Not applicable.

Indexed as

3D printingAnatomyCurriculum developmentMedical educationMedical training

Identifiers

PMID41329264
PMCPMC12673675

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.