Interdisciplinary Development of 3D-Printed Anatomical Models for Human Gross Anatomy Education
Sonia Osorio1, Daniel Solis2, Nathalia Ramírez2
1The Soft Tissue and Mineralized Tissue Research Group - TEBLAMI, Faculty of Health University of the Valley, Cali, Valle del Cauca, Colombia.
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.
