This study aimed to evaluate the educational effectiveness of a patient-specific, multi-material 3D-printed male pelvic model in enhancing anatomical comprehension among medical students. We hypothesized that the use of a comprehensive 3D-printed pelvic anatomical model would significantly improve medical students’ understanding of pelvic and perineal anatomy, particularly in identifying key landmarks relevant to male pelvic surgeries. The primary aim of this study was to quantitatively assess the effectiveness of a multi-material, patient-specific 3D-printed pelvic model as a supplemental tool in medical education.
A particular emphasis was placed on anatomical structures critical for urological surgeries, such as those addressing urethral stricture and incontinence. Precise anatomical knowledge in these procedures is essential not only for reducing complication rates but also for improving surgical outcomes. Particularly in residency training for urology and related specialties, future clinical competence is more effectively built upon a knowledge base enhanced during undergraduate education[1].

The pelvic model was generated using anonymized CT/MRI data from a male patient. Bony structures were printed using stereolithography (SLA) resin to replicate bone density and texture. Ligaments were printed in gray resin for visual contrast, and soft tissues such as muscles, bladder, and prostate were molded in RTV-2 silicone (Shore A-5 hardness) to simulate realistic consistency. A total of 37 key anatomical structures were labeled. Muscle origins and insertions were marked with colored push pins.
21 second- and third-year medical students who had previously completed their pelvic anatomy coursework were recruited. Participants completed an 8-question pre-test, engaged in a hands-on learning session using the 3D model,

The mean pre-test score was 0.52 (SD: 0.75), while the mean post-test score increased to 3.71 (SD: 1.76), yielding an average improvement of 3.19 points. A paired t-test demonstrated that this increase was statistically highly significant (t = 9.944, p < 0.0001), indicating that the model had a measurable and positive educational effect.
While students were able to correctly identify major bony structures in the pre-test, accurate identification of ligaments, muscles, and their functions was predominantly achieved only after the practical education with the model.

The study results confirm that a 3D-printed pelvic model significantly enhances students’ anatomical knowledge. The combination of rigid and flexible materials provides a tactile and spatially coherent experience, bridging gaps left by 2D and cadaver-based methods. Students reported that the model improved their ability to visualize anatomical relationships and reinforced previously learned content. These outcomes align with existing literature on the benefits of 3D-printed educational tools, particularly for complex anatomical regions.
The clinical relevance of these anatomical structures is particularly pronounced in surgical procedures addressing urethral stricture and urinary incontinence following male pelvic interventions. Moreover, the demonstrated educational benefit at the undergraduate level may also hold valuable implications for resident surgical training.

This study demonstrates the effectiveness of patient-specific 3D-printed pelvic anatomical models in medical education. The observed increase in test scores underscores the model’s value as a supplementary educational tool. By offering a detailed, interactive, and realistic representation of pelvic anatomy, the model can serve as a cost-effective alternative to cadaver dissection in certain settings. Further studies involving larger and more diverse participant groups are recommended to validate and expand upon these findings.

Aydogan TB, et al. Innovative training modality for sacral neuromodulation: 3D-printed training system. Neurourol Urodyn. 2023;42:297–302.