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Background <p>Cadaveric dissection has traditionally been the cornerstone of anatomical education, yet limited access to cadaveric material necessitates alternative teaching methods. Mixed Reality (MR) and 3D printing offer immersive, interactive experiences that may enhance the understanding of complex anatomical structures.</p> Methods <p>236 medical students were randomly assigned to three groups: MR, 3D printing, and control. Anonymized computed tomography angiography (CTA) data were used to generate 3D-printed models and holographic reconstructions. Students participated in structured anatomy sessions and completed an post-test assessment, followed by a second evaluation several weeks later.</p> Results <p>The MR group achieved the highest mean test scores, with a statistically significant difference from the control group (<i>p</i> &lt; 0.05). No significant differences were found between the 3D printing and control groups. Most students rated both MR and 3D printing positively, with MR receiving the highest evaluations. However, follow-up assessments revealed no significant differences in delayed knowledge retention.</p> Conclusions <p>MR and 3D printing are effective adjuncts to traditional anatomical education. MR demonstrated superior short-term knowledge acquisition, but delayed retention was comparable across groups. Further research should explore the impact of repeated exposure to these technologies in medical education.</p>

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Advancing anatomical education: comparative effectiveness of mixed reality and 3D printing technologies

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月29日

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  • Krzysztof Starszak,
  • Radosław Karaś,
  • Grzegorz Bajor,
  • Maciej Stanuch,
  • Marcel Pikuła,
  • Oskar Trybus,
  • Wojciech Bojanowicz,
  • Mikołaj Basza,
  • Tomasz Lepich,
  • Andrzej Skalski

摘要

Background

Cadaveric dissection has traditionally been the cornerstone of anatomical education, yet limited access to cadaveric material necessitates alternative teaching methods. Mixed Reality (MR) and 3D printing offer immersive, interactive experiences that may enhance the understanding of complex anatomical structures.

Methods

236 medical students were randomly assigned to three groups: MR, 3D printing, and control. Anonymized computed tomography angiography (CTA) data were used to generate 3D-printed models and holographic reconstructions. Students participated in structured anatomy sessions and completed an post-test assessment, followed by a second evaluation several weeks later.

Results

The MR group achieved the highest mean test scores, with a statistically significant difference from the control group (p < 0.05). No significant differences were found between the 3D printing and control groups. Most students rated both MR and 3D printing positively, with MR receiving the highest evaluations. However, follow-up assessments revealed no significant differences in delayed knowledge retention.

Conclusions

MR and 3D printing are effective adjuncts to traditional anatomical education. MR demonstrated superior short-term knowledge acquisition, but delayed retention was comparable across groups. Further research should explore the impact of repeated exposure to these technologies in medical education.