Qualitative Evaluation of the Use of 3D-Printed Anatomical Parts for Studying Neuroanatomy

This study investigates the use of 3D-printed models as an educational tool in neuroanatomy, comparing their effectiveness to traditional cadaveric specimens. It addresses the increasing medico-legal and ethical concerns surrounding cadaver procurement, the high costs associated with it, and the limitations in availability. The study aims to create a collection of 3D-printed human brain models for teaching and research, assessing their accuracy and educational impact through questionnaires administered to medical students. The research employs a descriptive, prospective, quantitative observational study design with convenience sampling. Data collection was performed at São Leopoldo Mandic College/Campinas, involving medical students who had completed the central nervous system neuroanatomy course and signed informed consent forms. 3D models were derived from imaging exams in WebGL and X3DOM formats from the EyeWire Neuroscience Collection d-tabase, converted to stereolithography (.stl) files, and sectioned into four pieces using Autodesk Meshmixer. Tessellation and slicing were performed using Simplify3D, and a “honeycomb” pattern was employed to fill the models, optimizing material usage while maintaining rigidity. The models were printed using a Sethi BB printer at 205 ℃ - 210 ℃ with PLA, a biodegradable thermoplastic polymer. The study printed six models: left and right hemisphere lateral and medial views, with two additional “left” pieces for color variation and calibration. The brain hemisphere pieces weighed between 69.77 and 438.24 grams, costing approximately US$ 5 per model. The questionnaire, adapted from Barretos (2018), comprised ten statements assessing the 3D models’ impact, with five response options, and included open-ended questions for additional feedback. Results indicated that 89.5% of respondents agreed that using 3D-printed models positively impacts neuroanatomy study. However, 84.2% preferred cadaveric specimens for practical purposes. All respondents agreed that 3D-printed models could positively impact neuroanatomy teaching, learning, and knowledge retention. While 76.3% found the models helpful in visualizing brain structures, 15.7% were unsure, and 7.9% disagreed. A significant 92.1% supported applying 3D-printed models to the neuroanatomy course, and 97.3% believed other anatomy components could benefit from the technology. The participants suggested pathology (65.7%) and surgical techniques (47.3%) as other areas where 3D printing could be beneficial. The study concludes that 3D-printed models, while not replacements for cadaveric specimens, positively impact teaching and learning neuroanatomy and can supplement traditional education.