Effects of neurointerventional simulation training and instructional sequence using a 3D-printed cerebral aneurysm model: a prospective nonrandomized study among medical students

This study evaluated simulation-based education in neurointerventional treatment for medical students and examined the effects of lecture and simulation sequence. Of 45 medical students allocated by pre-existing clerkship group, without randomization, to the LEC-only, LEC-first, or SIM-first group, 39 completed the study protocol and were included in the analysis. Outcomes included knowledge, self-rated motivation to learn and interest in interventional radiology, skill performance, and simulation training assessments. Longitudinal outcomes were analyzed using mixed-design analyses of variance. Knowledge scores increased over time and were higher overall in the SIM-combined group than in the LEC-only group (main effect of group, p = 0.047). Motivation scores were higher overall in the LEC-only group (main effect of group, p = 0.015). No significant group effects were observed for interest in IVR ( p = 0.775), skill assessment scores ( p = 0.432), or microcatheter tracking time ( p = 0.185). No significant group-by-time interactions were observed for these outcomes. Knowledge scores did not differ overall between the LEC-first and SIM-first groups (main effect of group, p = 0.374), and the group-by-time interaction was not significant. Both simulation groups reported a median satisfaction score of 10 out of 10. Simulation using a low-cost 3D-printed aneurysm model provided medical students with hands-on experience using actual endovascular devices, and participants reported high satisfaction with the training. This model may provide an accessible option for neurointerventional education. However, greater improvements in knowledge, skills, motivation, or interest with simulation-inclusive education were not demonstrated, nor was the superiority of either instructional sequence established.