3D-Printed Models as Catalysts for Neuroanatomy Learning: An Immersive Educational Experience for Medical Students

Introduction Neuroanatomy presents unique challenges due to the three-dimensional (3D) complexity of the nervous system. This study evaluates the impact of 3D-printed brainstem models on neuroanatomy teaching to medical students. Methods A descriptive, cross-sectional, non-randomized, between-group study was conducted to compare students' perceptions of 3D-printed anatomical models versus traditional schematic diagrams. Participants were recruited through non-probability convenience sampling and allocated to a 3D-model group (n = 38) or a traditional-diagram group (n = 23). A Likert-type questionnaire assessed perceived motivation, clarity, understanding, usefulness, and satisfaction. Descriptive statistics and the Mann-Whitney U test were used for between-group comparisons. Results Sixty-one responses were analyzed. Compared with traditional schematic diagrams, 3D-printed models received significantly higher ratings for conceptual clarity, overall satisfaction, and preference for future use (p < 0.05). In contrast, schematic diagrams received higher ratings for motivation, a finding that may reflect unmeasured factors such as prior familiarity with conventional learning resources. Conclusions The use of 3D printing improves the neuroanatomical learning experience for medical students, as it is perceived as an innovative, clear, and complementary resource. Its implementation can transform traditional neuroscience teaching.