“Build an Embryo”: Educational Efficacy of 3D Printed Embryo Models in Pieces or En Bloc in Enhancing Spatial & Temporal Anatomy Learning

Abstract

Embryology provides a fundamental context to adult anatomy and congenital anomalies. Due to the rapidly changing embryonic structures in 3 spatial dimensions and the 4th, temporal dimension, teaching and learning embryology is challenging. Compounding the matter, embryology education is further challenged by the scarcity of high‐fidelity visual resources and minimal contact hours in the current North American medical curricula. In our previous studies, 3D printed whole embryo models constructed from serial pig embryo tissue sections led to better learning outcomes compared to 2D figures, 3D virtual embryo models, and instructor‐led embryology discussions using cadavers. However, learners consistently noted desire to disassemble and reassemble the 3D printed embryo models to enhance their spatial learning. Therefore, the first aim of the current study was to develop two versions of the 3D printed embryonic head and neck model from a human embryo dataset in the Carnegie collection. One version of the model was printed en bloc (Figure 1A), while the other was printed in multiple pieces to allow for assembly and disassembly (Figure 1B). The second aim of the study was to assess the educational value of the two versions of the 3D printed embryo models. In an IRB exempt, randomized single blind study (#19‐2220), first‐year medical students enrolled in an integrated gross anatomy course were recruited during an hour‐long active review session. The control group received en bloc models while the experimental group received multi‐piece models. All participants completed prequiz before and postquiz after the assigned resource exposure, followed by survey. The two groups then exchanged rooms to gain exposure to the other version of the 3D printed embryo models. After interacting with both models, students’ resource preference was assessed by an exit poll. Data analyses on quiz and quantitative survey data were completed using Two‐Way ANOVAs and Turkey Post Hoc where appropriate. A total of 148 students completed the study (control: n=72, experimental: n=76). Both groups had significant improvements in the postquiz compared to the prequiz (p<0.05; η2=0.47), but the amount of postquiz improvement between the two groups was not significant (p=0.11). There was no significant difference in the quantitative survey data, with both groups rating the 3D printed embryo models high in educational value and wanting more 3D printed models for other embryonic systems. Thematic analysis of survey comments revealed that students perceived the en bloc and the multi‐piece models as helpful from the tactile and visual perspectives, respectively. Despite the lack of significant difference in the learning outcomes or survey, 94% of all participants indicated a preference for the multi‐piece model after exposure to both models. As 3D printing becomes more accessible, this study has important implications in evidence‐based resource development.Embryology Learning Resources – 3D printed embryo models (A: en bloc model, B: Multi‐piece model).Figure 1