Concept of creating and implementing the laboratory of digital topographic anatomy, radiological anatomy, and 3D printing at a medical university

Objective. To study global experience of using equipment and software for working with DICOM (Digital Imaging and Communications in Medicine) files in the educational process at the Department of Human Anatomy. To substantiate the concept of creating a specialized laboratory for digital topographic anatomy, radioanatomy, and 3D printing to improve the quality of medical personnel training and stimulate research activities.

Materials and methods. An analysis of scientific and methodological literature for the period from 2014 to 2026 was conducted (12 of the most relevant sources were selected). An anonymous, voluntary survey of 127 firstto sixth-year medical students (59.8% in their third year) was conducted using an original author questionnaire (17 questions). Methods of systems analysis and pedagogical modeling were applied for literature reviewing and survey data processing.

Results. Key trends in the development of medical education were identified: use of digital technologies, 3D printing, VR technologies, and a competency-based approach to teaching. A high level of student interest in using digital technologies (90,5%) was confirmed, despite a lack of practical skills in working with medical images (computer tomography (KT), magnetic resonance imaging (MRI)). A laboratory concept was developed, including hardware and software, information and archival, and learning and teaching modules. The expected results and economic feasibility for creating the laboratory of digital anatomy, X-ray anatomy and 3D printing were analyzed.

Conclusion. A shortage of practical skills in working with medical images was identified (only 15% of respondents rate their readiness to interpret CT and MRI data as confident). At the same time, 90,5% expressed their interest in using digital technologies. Implementation of the laboratory concept will create an innovative educational environment, develop professional competencies of future medical specialists, and ensure continuity in the study of anatomy and X-ray anatomy at clinical departments.

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