CT plus 3D-printed abdominal models linked to larger anatomy learning gains in comparative medical-student study

The abstract of a comparative study in 48 third-year medical students reports that combining CT images with patient-specific 3D-printed abdominal models was associated with a larger improvement in anatomy test scores than studying CT images alone. The study included 24 students in each group. Both groups improved significantly from pre-test to post-test, but their absolute post-test scores did not differ significantly.

After completing a pre-test and a brief atlas review, students were alternately assigned to study either CT images alone or CT images plus patient-specific 3D-printed models for 10 minutes. The researchers then administered the same written test covering normal abdominal anatomy and two congenital anomalies: choledochal cysts and anorectal malformations. A satisfaction survey followed the post-test. In the reported gain scores, the CT-plus-3D-printing group improved by 11.5%, compared with 7.2% in the CT-only group, a difference with a reported P value of 0.018.

Questions concerning the congenital anomalies showed greater improvement in the group that also used 3D-printed models, with a reported P value of 0.021. The abstract also reports that the additional 3D-printing assistance was particularly beneficial among students with lower baseline performance. Students rated the combined CT-plus-3D-printing module more highly for usefulness and overall satisfaction. These findings describe measured associations in this comparative study rather than demonstrating that 3D printing alone caused the improvements.

The results have important boundaries. The cohort was limited to 48 third-year medical students, and the groups did not differ significantly in their absolute post-test scores. In addition, the combined group received a greater volume and variety of learning material, including both CT images and 3D-printed models, while the comparison group used CT images alone. The authors therefore attribute the observed benefit to the combined multimodal approach rather than to 3D printing in isolation. The reported findings support further consideration of combined CT and 3D-printing materials in surgical clerkships, but the abstract does not establish the effectiveness of 3D printing independently or across other student populations and educational settings.

Subject of Research: Comparative evaluation of combined CT and 3D-printed abdominal anatomy teaching for medical students

Article Title: Application of 3D printing in medical anatomy education and its potential impact on student achievement

Article References: Yang, J., Youn, J. K., Ko, D., Yoon, H. B., & Kim, H.-Y. (2026). Application of 3D printing in medical anatomy education and its potential impact on student achievement. BMC Medical Education. https://doi.org/10.1186/s12909-026-10469-3

Image Credits: AI Generated

DOI: 10.1186/s12909-026-10469-3

Keywords: medical education, abdominal anatomy, 3D printing, computed tomography, medical students, congenital anomalies, multimodal learning, student achievement, Application, printing, medical, anatomy