Design and evaluate a 3D-printed anatomical model for teaching human upper limb structures

Thesis Abstract

The effectiveness of traditional teaching methods in human anatomy education, particularly for the upper limb, is often limited by restricted access to cadaveric specimens and high costs associated with conventional models, resulting in a persistent gap between theoretical knowledge and practical understanding among students. This study aims to design, develop, and systematically evaluate a cost-effective, anatomically accurate 3D-printed model of the human upper limb to enhance pedagogical outcomes. Specifically, the research seeks to (1) construct a detailed 3D digital model based on high-resolution medical imaging data, (2) produce a tangible, durable 3D-printed prototype utilizing bio-compatible materials, and (3) assess the model's educational efficacy compared to traditional teaching tools through empirical testing. To achieve these objectives, a mixed-methods research design was employed, integrating quantitative randomized controlled trials (RCTs) with qualitative student feedback. The study population comprised 120 first and second-year medical students from a reputable university, randomly assigned into experimental and control groups of 60 participants each. Data collection involved pre- and post-intervention assessments of anatomical knowledge using standardized multiple-choice questionnaires, supplemented by practical identification tasks scored through objective structured practical examinations (OSPE). Additionally, student perceptions and usability experiences were gathered via semi-structured interviews and Likert-scale questionnaires. The validity of the assessment instruments was established through expert review and pilot testing, and reliability was confirmed using Cronbach's alpha coefficients exceeding 0.85. Quantitative data were analyzed using paired and independent t-tests, analysis of variance (ANOVA), and regression analysis to determine the statistical significance of knowledge gains and usability factors. Thematic analysis was applied to qualitative responses to explore user experiences and perceived educational value. It is anticipated that the research will demonstrate statistically significant improvements in anatomical understanding and spatial visualization among students exposed to the 3D-printed models, with qualitative data indicating higher engagement and satisfaction levels than traditional methods. The findings are expected to contribute novel insights into the application of additive manufacturing technology in anatomy education, bridging existing gaps in accessible, durable, and accurate teaching aids. The study’s results will validate the pedagogical value of 3D-printed anatomical models for complex structures such as the brachial plexus, humerus, and associated neurovascular components, providing evidence-based guidelines for their integration into curricula. The research also aims to establish a scalable and replicable model development protocol that can be adapted for other anatomical regions. The main conclusion will emphasize the potential of 3D printing technology to transform anatomy education through improved experimental learning outcomes, cost reduction, and enhanced student engagement. Recommendations will include adopting 3D-printed models as supplementary teaching tools in medical curricula, investing in digital infrastructure for model customization, and further research into integrating augmented reality with physical models for a multimodal learning approach. The study underscores the importance of innovative educational technologies in addressing resource constraints and enhancing anatomical comprehension, asserting that the use of customized, high-fidelity 3D models represents a significant advancement towards more inclusive and effective anatomy teaching strategies.