| 郑泽航,刘阳,罗政强,等.3D打印骨折模型辅助案例教学法在骨科实习中的应用研究.骨科,2026,17(2): 148-152. |
| 3D打印骨折模型辅助案例教学法在骨科实习中的应用研究 |
| Application of 3D-printed fracture model assisted case-based learning teaching in orthopedic internship |
| 投稿时间：2025-12-22 |
| DOI：10.3969/j.issn.1674-8573.2026.02.010 |
| CN KeyWords: 3D打印 骨折模型 基于案例学习 骨科实习 医学教育 |
| EN KeyWords: 3D printing Fracture models Case-based learning Orthopedic internship Medical education |
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| CN Abstract: |
| 目的 探讨将3D打印骨折模型融入案例教学法（case-based learning，CBL）的教学模式，如何通过增强空间认知与实操体验，提升骨科实习生理论知识掌握、临床技能操作水平及学习满意度。方法 采用随机对照试验设计，将60名进入创伤骨科实习的临床医学专业本科生，通过随机数字表法分为试验组与对照组，每组各30名。对照组采用传统CBL教学，即以骨折病例的影像学资料和文本描述为核心进行小组讨论。试验组在CBL基础上，引入与病例对应的3D打印实体骨折模型辅助学习。教学干预周期为2周，围绕胫骨平台骨折、股骨转子间骨折两个核心病种展开。教学结束后，通过理论考试与教学效果的问卷调查（学习过程体验、知识与能力收获、教学方法评价和总体满意度四个维度）综合评价教学效果。结果 教学后，试验组理论考试显著高于对照组[（90.33±7.12）分 vs. （86.50±6.42）分，t=2.208，P=0.031]。问卷调查结果显示，试验组学习过程体验、知识与能力收获、教学方法评价和总体满意度四个维度所有项目的评分均显著高于对照组（P＜0.05）。结论 在CBL模式中引入3D打印骨折模型，能为学生提供从二维影像到三维实体的认知过渡，有效弥补传统CBL在空间认知上的不足，是一种融合触觉与视觉学习的创新教学策略。该融合策略不仅能提升骨科实习生的理论成绩，还能极大增强其学习体验与满意度，是一种值得推广的骨科临床实践教学创新方法。 |
| EN Abstract: |
| Objective To explore how integrating 3D-printed fracture models into the case-based learning (CBL) teaching mode enhances orthopedic interns' mastery of theoretical knowledge, proficiency in clinical skills, and learning satisfaction by improving spatial cognition and hands-on experience. Methods A randomized controlled trial was conducted. A total of 60 clinical medicine undergraduates who entered the trauma orthopedics rotation were randomly divided into an experimental group (30 cases) and a control group (30 cases) using a random number table. The control group received traditional CBL teaching, focusing on group discussions centered on radiographic images and textual descriptions of fracture cases. The experimental group, based on CBL, additionally utilized corresponding 3D-printed physical fracture models for assisted learning. The teaching intervention lasted 2 weeks, focusing on two core conditions: tibial plateau fractures and intertrochanteric femoral fractures. After the intervention, teaching effectiveness was comprehensively evaluated through a theoretical exam and a teaching effectiveness questionnaire survey, which covered four dimensions: learning process experience, knowledge and skill acquisition, teaching method evaluation, and overall satisfaction. Results After the teaching intervention, the average score on the theoretical exam was 90.33±7.12 points in the experimental group, significantly higher than the 86.50±6.42 points in the control group (t=2.208, P=0.031). The questionnaire results showed that the experimental group's scores on all items across the four dimensions, learning process experience, knowledge and skill acquisition, teaching method evaluation, and overall satisfaction were significantly higher than those of the control group (P＜0.05). Conclusion Introducing 3D-printed fracture models into the CBL teaching mode can provide students with a cognitive transition from two-dimensional imaging to three-dimensional entities, effectively compensating for the spatial cognition shortcomings of traditional CBL, which represents an innovative teaching strategy that integrates tactile and visual learning. This integrated strategy not only improves the theoretical performance of orthopedic interns, but also significantly enhances their learning experience and satisfaction. It represents an innovative orthopedic clinical practice teaching method worthy of promotion. |
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