Trial reportJMIR medical education2026
Use of 3D-Printed Models and Augmented Reality in Medical Student Education of Congenital Heart Disease: Randomized Controlled Trial.
Trial report in JMIR medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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.
Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Three-dimensional modalities are increasingly being used as adjuncts for medical trainees learning about complex anatomical concepts, such as congenital heart disease. Objective: This study aimed to evaluate the use of 2 such modalities, 3D-printed models, and augmented reality (AR), in improving medical students' understanding and knowledge retention of congenital heart disease when compared to traditional teaching methods. Methods: A prospective cohort pilot study was performed with 26 first-year medical students. Students were randomly assigned to receive a 30-minute teaching session using traditional slide-based lecture, 3D-printed model, or AR. Participants completed a 16-question pretest consisting of 4 basic general cardiology questions and 6 questions each regarding the anatomy and physiology of tetralogy of Fallot and hypoplastic left heart syndrome. Participants completed a posttest immediately following the teaching session, as well as a delayed posttest 3 weeks later. Results: When comparing overall and subsection posttest scores, the AR group obtained perfect immediate posttest scores at a significantly increased rate compared to the lecture and 3D model groups (6/9, 67% vs 1/8, 13% and 1/9, 11%, respectively; large effect size Cramér V=0.57; P=.02). Participants in the lecture group reported difficulty understanding cardiac anatomy and physiology using only 2D diagrams, whereas those in the 3D-printed model and AR groups almost unanimously reported improved visualization of complex cardiac defects, which enhanced their understanding. Conclusions: Due to the visuospatial benefits of 3D-printed models and AR, there is potential for use in medical education to improve students' knowledge of complex anatomical and physiological concepts. Students who received teaching using 3D-printed models or AR overwhelmingly reported improved 3D visualization of congenital cardiac defects compared to those who were taught via lecture. Additionally, AR and 3D-printed models offer practical opportunities for implementation into medical education curricula as both adjunct and stand-alone teaching modalities.
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Registered trials
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