Background: Major hurdle in teaching and understanding embryology is the lack of three-dimensional (3D) orientation. Thus, understanding of the embryology is left to the imagination of students which is highly subjective and associated with very short recall memory. The objectives of the present study was to compare two advanced teaching tools (animated videos and 3D embryology model construction using playdough) to teach general embryology and secondarily to elucidate the usefulness of playdough for model construction. Methods: Forty 1st-year medical students were divided into two groups (V and P) of twenty students each. General embryology was taught to Group V (Video) using 3D animated videos, whereas Group P (playdough) constructed 3D models using playdough. A prevalidated questionnaire containing twenty MCQs was administered on 0 day, 15th day, and 30th day for both the groups. Focus group discussions were conducted to know about the educational tool used for teaching. The same process was repeated after 3 months by crossing over of groups. Results: We observed a reduction of test scores over 1 month in both the groups, but reduction was less in Group P (playdough), indicating good recall memory. When crossing over was done, test scores were better for both the groups indicating the reinforcement by two teaching tools. Many students felt model construction using playdough was enjoyable and could remember things for a longer time. Conclusions: Thus, model construction promotes active learning and provides 3D orientation of various dynamic developmental changes of embryology with good recall memory. Playdough can be an excellent material for model construction.