ArticleAdvances in medical education and practice2026
Interdisciplinary Development of 3D-Printed Anatomical Models for Human Gross Anatomy Education.
Article in Advances in medical education and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
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.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose: To describe the interdisciplinary development of two 3D-printed anatomical models-a trigeminal nerve model and a lower airway model-and to explore their perceived usefulness in the teaching of human gross anatomy. This study presents an interdisciplinary experience of design, fabrication, and initial educational evaluation of 3D-printed anatomical models developed to support anatomy teaching in an institutional context with limited access to cadaveric material. Methods: This methodological and educational study was conducted in three phases. First, teaching and learning needs in human gross anatomy were identified through classroom-based inquiry and faculty input. Second, two anatomical models were designed and fabricated from medical imaging data using segmentation, computer-aided design, and additive manufacturing workflows. Third, the models were evaluated in educational settings through structured user feedback focused on usability, physical design, integration with study materials, and perceived contribution to learning. Results: Two 3D-printed anatomical models were developed to represent complex anatomical structures relevant to anatomy teaching. Participants rated the models positively across usability, design features, integration with other learning resources, and perceived support for anatomical understanding. The questionnaire showed acceptable internal consistency, and the findings suggest that the models were well received as complementary educational resources in the classroom. Conclusion: This study supports the feasibility of an interdisciplinary workflow for the development of 3D-printed anatomical models to support the teaching of human gross anatomy in contexts with limited access to cadaver-based resources. The preliminary assessment indicates positive user perception and supports their use as complementary teaching tools. Future studies should include controlled comparisons and objective learning outcomes to assess their educational impact more robustly.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.