JMIR Med Educ. 2026 May 5;12:e85967. doi: 10.2196/85967.
ABSTRACT
BACKGROUND: Three-dimensional modalities are increasingly being used as adjuncts for medical trainees learning about complex anatomical concepts, such as congenital heart disease.
OBJECTIVE: This study aimed to evaluate the use of 2 such modalities, 3D-printed models, and augmented reality (AR), in improving medical students’ understanding and knowledge retention of congenital heart disease when compared to traditional teaching methods.
METHODS: A prospective cohort pilot study was performed with 26 first-year medical students. Students were randomly assigned to receive a 30-minute teaching session using traditional slide-based lecture, 3D-printed model, or AR. Participants completed a 16-question pretest consisting of 4 basic general cardiology questions and 6 questions each regarding the anatomy and physiology of tetralogy of Fallot and hypoplastic left heart syndrome. Participants completed a posttest immediately following the teaching session, as well as a delayed posttest 3 weeks later.
RESULTS: When comparing overall and subsection posttest scores, the AR group obtained perfect immediate posttest scores at a significantly increased rate compared to the lecture and 3D model groups (6/9, 67% vs 1/8, 13% and 1/9, 11%, respectively; large effect size Cramér V=0.57; P=.02). Participants in the lecture group reported difficulty understanding cardiac anatomy and physiology using only 2D diagrams, whereas those in the 3D-printed model and AR groups almost unanimously reported improved visualization of complex cardiac defects, which enhanced their understanding.
CONCLUSIONS: Due to the visuospatial benefits of 3D-printed models and AR, there is potential for use in medical education to improve students’ knowledge of complex anatomical and physiological concepts. Students who received teaching using 3D-printed models or AR overwhelmingly reported improved 3D visualization of congenital cardiac defects compared to those who were taught via lecture. Additionally, AR and 3D-printed models offer practical opportunities for implementation into medical education curricula as both adjunct and stand-alone teaching modalities.
PMID:42085666 | DOI:10.2196/85967
