Teaching of congenital heart disease (CHD) through 3D printed models is feasible and useful as it improves learning. Medical students are highly satisfied with single defect CHD learning through 3D printing.

To evaluate the usefulness and degree of satisfaction with learning through 3D printed models in CHD with several associated defects, compared to a single defect CHD.

Students from 5th year of medicine attending a lecture in CoA (n=118), VSD (n=50) and TOF (n=62) were randomised in 6 groups. During the lecture, 3D printed models of each CHD were presented and analysed by the students in the test group, same lecture without 3D models was performed for the control group for each CHD. Knowledge acquisition was obtained by pre and post-lecture test. Student's satisfaction and self-efficacy ratings were evaluated by the subjective post-lecture survey. Satisfaction between CHD groups was compared using Bonferroni method and test results between 3D & control group by t-test.

Students in the multiple defect (ToF) group were less satisfied of 3D printed models than the students in the single defect (CoA & VSD) groups (P˂0.01). After-lecture test scores for the groups attending the single defect CHD lectures were significantly higher for the students learning through 3D printed models (P=.04 in CoA group; P=0.03 in VSD group). There was no difference in the post-lecture scores between the 3D learning and control groups attending the ToF lecture. Control ant test groups were comparable by age and sex (Fig. 1).

Learning of complex CHD is challenging even with the most advanced educational techniques. Visual access to all the defects presented by the 3D model is necessary for correct understanding of the model. Transparent printing materials allow for the students to simulate the flow trajects with probes. In our experience, virtual 3D models can be a great resource and even more when analysed on virtual reality devices.