The advent of affordable 3D printing technology has revolutionized educational tools, offering new opportunities for enhancing learning experiences across various disciplines. Among the most popular 3D printing techniques are fused deposition modeling (FDM) and stereolithography (SLA), both of which have been increasingly adopted in educational settings. This study explores the perceptions and experiences of first-year medical students regarding the use of a 3D-printed SLA model of the brain as a supplementary tool in their neuroanatomy education. A total of twenty students volunteered to participate, each receiving a half-sized 3D-printed brain model along with colored marker pens that they can use to annotate or colour the model. Upon completion of the course, participants engaged in a focus group discussion to share their insights. The primary objective of this study was to evaluate the effectiveness of these models in promoting a deeper understanding of complex anatomical structures through hands-on and visual engagement.

Findings indicate that students generally find the 3D-printed models to be valuable as a learning tool in addition to other resources available to them. They shared that the model allowed them to understand complex structures through a tactile experience. However, several challenges were identified that impact their effectiveness as an educational tool. Due to the higher cost of the SLA printed models, students expressed anxiety about making mistakes when colouring and annotating the model, which can inhibit the learning experience. Additionally, concerns were raised regarding the size and portability of models. The complexity of certain anatomical content often exceeded the detail provided by existing models, leading to a demand for more tailored resources. Furthermore, time constraints and limited opportunities for using the models in study routines.

Students suggested that structured guidance and collaborative use of models could improve their learning experiences. Overall, while physical models are recognised as beneficial, addressing the identified challenges is essential for maximising their educational impact. Future iterations of the study would include printing the 3D-model using the lower-cost FDM printers.

Keywords: 3d printing, technology enhanced learning, medical education, hands-on learning.