## 1 Introduction  
Three-dimensional (3D) printing revolutionized the production of accurate anatomical models in a timely and cost-effective manner. Biomedical data sourced from computed tomography (CT) or magnetic resonance imaging (MRI) scans are typically used as the blueprints for the production of patient-specific and/or educational physical models. While the latter were already introduced into anatomy classrooms, they largely remain monochrome. For example, [PERSON] et al. evaluated the use of various single-color 3D-printed anatomical models of the respiratory and musculoskeletal system in an undergraduate laboratory [1], while [PERSON] et al. successfully integrated analogous bone models in the classroom [2]. Previously, we reported the creation of models for patient education in a clinical setting [3]. Since then, advancements in 3D printing technologies now allow for the creation of rapid, full-color prototypes. Multi-color, physical 3D models have great potential to enhance the anatomical learning experience for students and clinicians alike, with one report using the upper limb in the education of medical students [4]. Anatomy is an inherently 3D discipline that cannot be fully expressed in the two-dimensional (2D) world, whether in textbooks or in the virtual space. Physical 3D models possess several advantages over virtual and illustrated models as they allow learners to \"see with their hands\" [5]. This tangibility translates to a strong preference for 3D models among students and researchers alike [6]. [PERSON] et al. concluded that physical models are more effective in student learning than computer-based modalities such as Key View (photographed views of a plastic model in a PowerPoint presentation) and virtual reality (3D color image reconstruction from CT) for the study of pelvic anatomy [7]. [PERSON] et al. came to the same conclusion confirming the visuospatial advantages of physical models over textbooks and 3D computer models for veterinary students learning equine foot anatomy [8]. [PERSON] et al. affirmed the feasibility of 3D-printed models as a valuable asset in anatomy learning and showed their capability to be used adjacent to cadaveric materials and other widely used tools in anatomy education [9]. In this study, we demonstrate and compare two pathways for the creation of advanced anatomical models suitable for medical education by interfacing biomedical data with multi-color 3D printing instruments. There are two conventional options for generating a multi-color, 3D-printed part: (1) poly-jet printing, which uses ultraviolet (UV) photo-cured resin or wax, and (2) binder-jet printing, which uses powder and a binding agent. While other options include the recently released Da Vinci Printer (XYZ Printing Co.) that mixes filaments, or manually printing each part in a separate color with subsequent assembly, the poly-jet and binder-jet remain the most commonly accessible multi-color options. In poly-jet printing, liquid photopolymer resins are jetted through printhead nozzles as droplets before being cured by a UV light [10]. Systems with multiple nozzles that jet different colors enable multi-color printing since liquid materials may be mixed in a given volume before curing. Poly-jet printing with the Stratasys Objet Connex3 series printers is well documented in the production of a wide range of anatomical models that serve as both pre-operational and educational aids. Pioneers of poly-jet printing in medicine produced color-coded heart models [11], upper limb vasculature with a colored distinction between nerves, arteries, veins, and musculature for medical students [4], and personalized kidney models showing tumor and neurovasculature for patient education [12]. Multi-material printed models also successfully assisted surgical planning for a septal mycotomy [13] and tumor resections in the left and right atria [14]. Models utilizing clear polymers proved especially beneficial as curricular aids.