This comprehensive review serves as a crucial resource for educators within healthcare simulation. It emphasizes the need for educators to familiarize themselves with the intricacies of 3D printing technology, as well as its applications in medical education and practice. Not only does this review provide a thorough examination of existing literature on the subject, but it also unveils the gaps in knowledge that currently exist among educators regarding the implementation of 3D printing in training environments.

Understanding the technical aspects of 3D printing is only the beginning for simulation educators. The review discusses the various materials utilized in 3D printing, including plastics, metals, and even biocompatible materials, tailored for medical use. The selection of materials plays a vital role in determining the suitability of printed objects for specific medical applications, from anatomical models used for surgical training to bioprinted tissues aimed at advancing regenerative medicine. A sound grasp of these materials will significantly enhance the educator’s ability to convey information accurately to students.

In addition to material knowledge, the scoping review identifies the importance of enhancing abdominal imaging and modeling capabilities among simulation educators. This is crucial as accurate imaging is the bedrock for creating precise 3D-printed models used in medical training and surgical simulations. Advanced imaging techniques such as MRI and CT scans are often converted into 3D models, enabling healthcare professionals to engage in more interactive and practical learning experiences. The review underlines the necessity for educators to stay up-to-date with the latest imaging technologies that can be seamlessly integrated into 3D printing processes.

Furthermore, the review delves into the attitudes educators must embody when incorporating 3D printing into their curricula. Creativity and innovation emerge as two fundamental traits that will allow educators to inspire their students. An open-minded approach to implementing new technologies in education fosters an environment of exploration and experimentation, wherein students feel motivated to push boundaries and develop their skills. It is imperative for educators to model positive attitudes towards technology utilization to influence their students’ perspectives effectively.

Notably, the review also recognizes the teamwork and interdisciplinary collaboration required to implement 3D printing in simulation education. Successful integration hinges on communication between various stakeholders, including engineers, designers, and healthcare professionals. Building strong partnerships can lead to the development of high-quality educational materials, resulting in better-prepared healthcare practitioners. Hence, educators must cultivate collaboration skills and strive to create a multidisciplinary network where knowledge is shared freely.

In parallel, the review highlights the necessity of practical training opportunities for simulation educators. Engaging in hands-on activities, from mastering software used for design and modeling to manipulating 3D printers, is essential. This practical experience would not only enhance the educators’ technical competencies but also provide them with insights into the challenges students may encounter when learning to use 3D printing technology. It would equip them to preemptively address these obstacles, thereby maximizing the educational experience.

While the review outlines these necessary skills and attitudes, it also raises awareness about the potential barriers educators might face when implementing 3D printing into their programs. One significant challenge stems from the existing gaps in educational resources and training. The review notes that many educators may not have access to proper training or resources to comprehensively address 3D printing in their curricula. This inequity can result in inconsistencies in educational quality, potentially leaving students ill-prepared for the technological demands they will encounter in their professional careers.

Moreover, funding for such educational initiatives remains a significant concern. While 3D printing technology offers incredible promise, the financial investment required to acquire equipment and provide necessary training may pose an insurmountable barrier for many institutions. This review calls upon stakeholders within the healthcare and education sectors to advocate for funding and resources to ensure that educators can effectively embrace this technological revolution.

Another equally important aspect raised in the review is the ethical considerations tied to 3D printing in healthcare education. As educators explore this technology, they must also foster discussions around the ethical implications of using 3D printing for medical applications. Topics such as the intellectual property rights of designs, patient consent for using 3D models, and ensuring patient safety in regards to bioprinted materials must take center stage in educational discourse. A critical approach to these issues will help shape a responsible cohort of healthcare professionals.

Beyond the logistical challenges and ethical considerations, the review stresses the need for continuous research in the field of 3D printing and simulation education. The landscape is continuously evolving, presenting new opportunities and challenges. Staying current with developments in the technology, as well as emerging research findings, is paramount for educators aiming to provide the highest quality of instruction. A commitment to lifelong learning will keep educators at the forefront of integrating innovations into their teaching practices.

In summary, the findings of this scoping review underscore the imperative for simulation educators in healthcare to acquire a robust knowledge base in 3D printing technologies. By developing appropriate skills and a positive attitude towards integration, educators can significantly enhance medical education, ultimately leading to improved patient outcomes. As the technology continues to evolve, a collective effort among educators, institutions, and stakeholders will be essential to harness the full potential of 3D printing in the realm of healthcare education.

Moving forward, it is vital to cultivate a culture of innovation and collaboration among simulation educators. By prioritizing training, resource allocation, and ethical instruction surrounding 3D printing, healthcare education can adapt to the ever-changing technological landscape. This essential review serves as a foundational step, guiding educators to embark on a journey that promises to enrich medical training for generations to come.

Subject of Research: 3D Printing in Healthcare Education for Simulation Educators

Article Title: A scoping review of literature about 3D printing: knowledge, skills and attitude for simulation educators in healthcare.

Article References:

Raechal, L., Bajwa, M., Fayyaz, J. et al. A scoping review of literature about 3D printing: knowledge, skills and attitude for simulation educators in healthcare.
3D Print Med 11, 46 (2025). https://doi.org/10.1186/s41205-025-00292-9

Image Credits: AI Generated

DOI: https://doi.org/10.1186/s41205-025-00292-9

Keywords: 3D printing, healthcare education, simulation educators, technical skills, ethical considerations

Menopause, a natural biological transition affecting millions globally, remains profoundly underserved in clinical medicine and medical education. The lack of specialized focus has resulted in a critical knowledge gap, compromising healthcare delivery to women navigating this complex phase. The NextGen Now initiative confronts this challenge head-on by committing to train 25,000 healthcare providers over the next three years. Its vision encompasses equipping these professionals with cutting-edge, evidence-based knowledge and immersive experiential learning, thereby enhancing the quality of care and improving the health outcomes of millions of midlife women.

Central to the initiative’s transformative potential is the integration of a digital-learning platform designed to provide continuous access to state-of-the-art medical content. This platform will maintain consistent updates, ensuring that healthcare providers are always informed of the latest research and clinical best practices. By embracing the rapidly evolving landscape of digital health education technologies, The Menopause Society is positioning itself at the forefront of medical innovation, fostering a learning environment that is interactive, adaptive, and tailored to the needs of practitioners.

Augmented and virtual reality modules form a cornerstone of the NextGen Now educational framework. These advanced simulation tools offer unprecedented opportunities for clinicians to engage in realistic, real-world scenarios. By facilitating immersive experiences that mirror patient interactions and complex clinical decision-making processes, these technologies aim to bridge the disconnect between theoretical knowledge and applied clinical skills. This multifaceted approach is expected to significantly elevate the competence and confidence of healthcare providers in managing menopause and related midlife health issues.

Complementing these digital tools is the development of a dynamic mobile application, designed for effortless integration into clinicians’ daily workflows. This app will serve as a readily accessible resource for up-to-date guidance, patient management protocols, and interactive case studies. The convenience and immediacy of mobile access underscore the initiative’s commitment to practical, on-the-go learning, empowering providers to deliver informed care in diverse clinical settings.

The urgency of addressing menopause as a neglected domain in medicine was poignantly emphasized by Alex Cohen. He remarked on the widespread confusion and silent suffering experienced by countless women due to inadequate clinical awareness and misinterpretation of symptoms. The Cohen Foundation’s investment signals a pivotal shift towards acknowledging and ameliorating these systemic deficiencies, supporting an initiative that seeks not only to educate but also to advocate for women’s health equity.

Despite existing certification programs focused on menopause care, current medical curricula fall short in delivering comprehensive, specialized training. Dr. Stephanie Faubion, medical director of The Menopause Society, stresses that insufficient educational infrastructure calls for innovative, multipronged strategies. NextGen Now is crafted as a multiphase, evolving program designed to transcend traditional didactic models, integrating empirical research with experiential learning methodologies tailored to the nuances of menopause and midlife women’s health.

The scope of the initiative extends beyond education, with a clear recognition of the need for ongoing research and data collection to inform clinical practice and public health policies. The Menopause Society is actively seeking additional funding partners to sustain and expand this research component, reflecting a commitment to a data-driven approach that continuously refines educational content and clinical interventions based on emerging evidence.

With its provenance dating back to 1989, The Menopause Society holds a venerable position as a multidisciplinary, nonprofit authority in menopause care and research. The organization’s strategic embrace of digital technologies through NextGen Now exemplifies a visionary response to one of the most pressing gaps in healthcare. By leveraging evidence-based insights and innovative educational tools, the Society endeavors to shift the paradigm of menopause management from neglect to precision care, ultimately improving the healthcare experience for women worldwide.

Healthcare professionals, researchers, and policymakers are encouraged to engage with this initiative, recognizing the critical role that advanced training plays in transforming medical approaches to menopause. The collaborative framework established by the grant not only advances clinical education but also sets the stage for broader societal awareness and policy advocacy. Such systemic integration is essential for dismantling the cabinetry of silence and stigma that has historically shrouded menopause.

For those interested in supporting this dynamic and essential project, funding opportunities remain open. Prospective donors and collaborators can contact Carolyn Develen, Chief Operating Officer of The Menopause Society, to learn more about contributions toward research, program development, and implementation phases that will sustain NextGen Now’s momentum.

In conclusion, the $5 million grant from the Steven & Alexandra Cohen Foundation marks a watershed moment in the evolution of menopause healthcare education. Through the NextGen Now initiative’s innovative digital ecosystem, The Menopause Society is poised to empower a new generation of healthcare providers with the knowledge, skills, and technologies necessary to deliver superior care. This initiative not only addresses a critical gap but also heralds a new era of digital innovation in women’s midlife health.

Subject of Research: Menopause education and healthcare professional training using digital innovations and immersive technologies.

Article Title: Transforming Menopause Care: The NextGen Now Initiative’s Digital Leap Forward

News Publication Date: October 23, 2025

Web References: https://menopause.org

Keywords: Menopause, Women’s health, Digital education, Virtual Reality, Augmented Reality, Healthcare training, Midlife health, Medical innovation, The Menopause Society, NextGen Now, Healthcare equity, Digital health