To evaluate the effectiveness of 3D-printed models in enhancing trainee interpretation of intracranial arterial imaging and 3D anatomical spatial reasoning.

Teaching neurovascular anatomy is challenging due to the need to conceptualize 2D imaging in 3D. Current resident training primarily relies on lectures or case-based learning, offering limited opportunities for developing visuospatial abstraction. We hypothesize that incorporating 3D-printed anatomical models may help address this gap through principles of both multimedia learning theory and Kolb’s experiential learning theory.

Neurology and Radiology trainees were randomized into two groups. Both received a 30-minute lecture; one group had access to Netter anatomy atlases, while the other had six 3D-printed models of the anterior and posterior circulation for reference. Participants completed pre- and post-lecture quizzes testing vessel identification in various orientations across different imaging modalities. Score improvements were compared between groups, and a Likert scale survey was offered to assess trainee satisfaction.

19 trainees completed both assessments: 13 Neurology residents, 2 Radiology residents, 2 Neuroradiology fellows, and 2 medical students. The average % improvement in quiz score was 31.8% in the 3D arm and 23.4% in the control (p=0.31), and the average post-lecture score was 60.8% in the 3D arm and 55.5% in the control (p=0.31). Models were rated as useful by all participants, with feedback for larger models along with more active proctor demonstration.

In this pilot study, referencing 3D-printed intracranial arterial models during lecture did not significantly improve quiz scores, though models were rated positively. We had initially hypothesized Kolb’s experiential learning theory could be applied to residents' independent learning with 3D models. However, our results suggest that active demonstrations with larger models and enhanced facilitation were critical elements, suggesting constructivism as a better theoretical framework. Future studies should ground the use of 3D models in neurovascular teaching with this learning theory in mind.