Are 3D printed models acceptable in assessment?

Abstract

BackgroundThree‐dimensional (3D) printed models are increasingly used in undergraduate anatomy teaching. However, their role and value in anatomy assessment remains under consideration. The aim of this study was to evaluate student and educator perspectives on acceptability of using novel 3D printed heart models for assessment.MethodsWe used printed 3D models of the heart for first‐year medical students, in small group teaching, formative assessment and revision at home. We adopted a mixed methods approach involving questionnaires, then focus groups to collect student and educator views. We used QSR Nvivo to manage thematic analysis of responses, carried out by student and educators, respectively.FindingsOverall, students 89% (n = 75/84) and educators 91% (n = 10/11) found the assessment acceptable. Thematic analysis of focus groups (n = 4 students, n = 5 educators) identified five key perceptions shared across student and educator groups: 3D models are the future, realism is valued, models appear feasible, consistent and provide a potential for a range of applications in assessment.DiscussionThere was agreement between educators and students that the use of 3D heart models was acceptable. Key recognised benefits include accessibility and consistency across settings, made more relevant in the current COVID‐19 pandemic. We recommend integration of 3D models into teaching and assessment for educational alignment and careful selection of anatomy to model. Further research is required to explore the use of models in summative assessments.