Number
117
Name
Enhancing Clinical Reasoning Through an Integrated Multidisciplinary Review Session Using 3D Printed Models in a Human Reproduction Course
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Wessam Ibrahim, MD, PhD, MEHP, Carle Illinois College of Medicine, University of Illinois-Urbana-Champaign, Urbana, IL, USA
Valerie Jennings, MD, Carle Illinois College of Medicine, University of Illinois-Urbana-Champaign, Urbana, IL, USA
Samar A. Hegazy, MD, PhD, MEHP, Carle Illinois College of Medicine, University of Illinois-Urbana-Champaign, Urbana, IL, USA
Presentation Topic(s)
Assessment
Description
PURPOSE
Medical education increasingly emphasizes integrating foundational and
clinical sciences to strengthen diagnostic reasoning. NBME-style questions,
3D-printed anatomical and pathological models, and an open educational
resource e-textbook were incorporated into a multidisciplinary review session
in a human reproduction course to evaluate their effectiveness in enhancing
medical students’ clinical reasoning and problem-solving skills.
METHODS
Three faculty members (anatomy, pathology, and OB/GYN) at Carle Illinois
College of Medicine developed an interactive review session to reinforce
students' application of foundational and clinical science concepts from the
human reproduction course. During the session, students used 3D-printed
models to solve integrated NBME-style questions. Following the activity,
students completed a Likert-scale survey evaluating the session’s perceived
impact, the usefulness of the 3D models, and the e-textbook's role in
enhancing clinical reasoning and learning outcomes.
RESULTS
Students strongly supported the integrated review session and the use of 3D
printed models. Most respondents agreed that the models enhanced their
understanding of anatomical and pathological structures (52/62;83.9%) and
helped them connect concepts to support clinical reasoning (50/62; 80.6%).
Additionally, (47/63;74.6%) reported improved ability to reason through
differential diagnoses and clinical scenarios. All three outcomes were
statistically significant (p < 0.001). Confidence in applying integrated
knowledge also improved meaningfully, rising from (24/62;38.7%) before the
session to (36/62;58.1%) afterward (p = 0.031). Responses related to
e-textbook were largely neutral, with some non-responses, suggesting that
students may favor more hands-on, interactive approaches, such as using 3D
models, over text-based resources for integrating concepts.
CONCLUSIONS
The integrated review session, combining multidisciplinary faculty
expertise, NBME-style questions, and 3D printed models, significantly
improved students’ perceived understanding and clinical reasoning confidence.
These findings support the incorporation of interactive, model-based
strategies into foundational science courses to better prepare students for
clinical problem-solving. Future work should optimize engagement with the
e-textbook to maximize its educational value.
Medical education increasingly emphasizes integrating foundational and
clinical sciences to strengthen diagnostic reasoning. NBME-style questions,
3D-printed anatomical and pathological models, and an open educational
resource e-textbook were incorporated into a multidisciplinary review session
in a human reproduction course to evaluate their effectiveness in enhancing
medical students’ clinical reasoning and problem-solving skills.
METHODS
Three faculty members (anatomy, pathology, and OB/GYN) at Carle Illinois
College of Medicine developed an interactive review session to reinforce
students' application of foundational and clinical science concepts from the
human reproduction course. During the session, students used 3D-printed
models to solve integrated NBME-style questions. Following the activity,
students completed a Likert-scale survey evaluating the session’s perceived
impact, the usefulness of the 3D models, and the e-textbook's role in
enhancing clinical reasoning and learning outcomes.
RESULTS
Students strongly supported the integrated review session and the use of 3D
printed models. Most respondents agreed that the models enhanced their
understanding of anatomical and pathological structures (52/62;83.9%) and
helped them connect concepts to support clinical reasoning (50/62; 80.6%).
Additionally, (47/63;74.6%) reported improved ability to reason through
differential diagnoses and clinical scenarios. All three outcomes were
statistically significant (p < 0.001). Confidence in applying integrated
knowledge also improved meaningfully, rising from (24/62;38.7%) before the
session to (36/62;58.1%) afterward (p = 0.031). Responses related to
e-textbook were largely neutral, with some non-responses, suggesting that
students may favor more hands-on, interactive approaches, such as using 3D
models, over text-based resources for integrating concepts.
CONCLUSIONS
The integrated review session, combining multidisciplinary faculty
expertise, NBME-style questions, and 3D printed models, significantly
improved students’ perceived understanding and clinical reasoning confidence.
These findings support the incorporation of interactive, model-based
strategies into foundational science courses to better prepare students for
clinical problem-solving. Future work should optimize engagement with the
e-textbook to maximize its educational value.