A new classmate in anatomy education: 3D anatomical modeling medical students’ engagement on learning through self‐prepared anatomical models

Traditional education often relies on passive learning approaches, whereas modern medical students increasingly seek interactive, technology-enhanced experiences. Despite the growing use of digital tools in anatomy education, there remains a lack of structured, student-centered 3D modeling courses embedded within the undergraduate medical curriculum. Guided by constructivist learning theory and emphasizing student co-creation, we designed the "Anatomical 3D Modeling Workshop", enabling students to create, visualize, and interact with anatomical models through 3D modeling, 3D printing, and virtual reality (VR). About 29 voluntary preclinical medical students participated in a 16-week elective course where they actively built anatomical models using professional software, produced medical animations, and experienced their creations in VR. Physical 3D prints of selected models were also produced. Outcomes were assessed through pre- and post-workshop anatomy exam scores and a questionnaire. Although exam scores demonstrated a nonsignificant post-workshop improvement, students reported substantial benefits, including stress and anxiety reduction and enhanced motivation, valuing the opportunity to co-create educational materials. They also highlighted the workshop's contribution to their professional development. Embedding student-centered and technology-driven strategies into anatomy education could reduce stress and anxiety. The Anatomical 3D Modeling Workshop demonstrates the potential of integrating active, hands-on approaches to transform medical education and better align with the expectations of learners.