Implementing low-cost 3D-printed brain coloring activities in neuroanatomy teaching for medical students in Singapore: a cross-sectional study

Three-dimensional (3D)–printed models have been increasingly used in medical education, but most studies have focused on satisfaction or outcomes following isolated learning activities. This study aimed to explore students’ perceptions of learning, engagement, usability, and learning strategies after completing a series of neuroanatomy-related coloring activities using a low-cost 3D-printed model. This cross-sectional mixed-methods study involved Year 1 medical students at Duke-NUS Medical School. Students participated in 3 structured coloring activities using a modular 3D-printed brain model during a neuroanatomy session. An anonymous survey was administered 1 week after the third activity to assess students’ perceived learning value, engagement (behavioral, cognitive, emotional, and agentic), usability, and learning strategies using Likert-scale items and open-ended questions.三维（3D）打印模型在医学教育中的应用日益广泛，但现有多数研究仅聚焦于单一独立学习活动后的学生满意度或学习成果。本研究旨在探究学生在使用低成本3D打印模型完成一系列神经解剖学相关涂色活动后，对学习体验、投入度、易用性及学习策略的感知情况。本项横断面混合方法研究纳入了杜克-新加坡国立大学医学院（Duke-NUS Medical School）一年级医学生。学生在神经解剖学课程中，使用模块化3D打印脑部模型参与了3项结构化涂色活动。在第三次活动结束1周后，研究人员通过李克特量表题项与开放式问题开展匿名问卷调查，以评估学生感知到的学习价值、投入度（包括行为、认知、情感及能动性投入）、易用性及学习策略。