Abstract
BACKGROUND: The human bone anatomy is commonly taught using normal adult bones. However, students often face difficulties comprehending the clinical correlations related to fractures, as they only rely on text content or diagrams without three-dimensional visual aids. Therefore, this study aims to evaluate the effectiveness of using 3D-printed models of limb bone fractures in routine osteology classes to enhance the clinical reasoning skills of first-year medical undergraduate students. METHODOLOGY: In this experimental study, 105 first-year medical undergraduate students were divided into intervention and control groups based on their pre-assigned serial numbers. The control group was taught using dry adult human bones, with the teacher explaining clinical correlations verbally. Meanwhile, in two sessions, the intervention group was taught using 3D-printed models of fractures in addition to real bones. At the end of the second session, students were evaluated for their clinical reasoning ability using a case-based MCQ test (maximum score 5). The scores were compared between the two groups using an unpaired t-test. Students of the intervention group were asked to rate their learning experience using a 10-point Likert Scale questionnaire. RESULTS: The intervention group scored significantly higher (2.54 ± 1.15) than the control group (2.04 ± 0.94) (p = 0.015). The maximum score for both groups was five, and the minimum was one. Most students agreed that the 3D-printed models helped them understand the fractures' clinical relevance and provided better orientation to the bones, joints, and structures involved in fractures (92%, n = 46). The students expressed a desire for more similar types of sessions. CONCLUSION: Incorporating 3D-printed models of fractures was a novel approach to help students comprehend the clinical correlations. This strategy improved students' clinical reasoning skills in the intervention group, as evidenced by their higher scores and feedback. Therefore, 3D-printed models are a valuable addition to the traditional teaching methods of learning osteology.