Frontiers in medicine · 2026
Quantitative evaluation of 3D-printed physiological visualization tools in enhancing interns' knowledge retention and application.
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Luo Qiongting, Hou Wenwen, Yu Xiaofen, Wang Xinyu, Wang Zheng
Аннотация
BACKGROUND: Traditional physiology teaching relies on 2D materials and static specimens, making it difficult to intuitively present complex anatomical structures and physiological mechanisms. 3D Intelligent Printing Technology (3DIPT) has demonstrated application value in surgical training, but its use in physiology education remains underexplored.
METHODS: A randomized controlled trial (RCT) was conducted, enrolling 120 undergraduate nursing interns who were randomly divided into a control group (traditional teaching) and an observation group (3DIPT-assisted teaching) with a 6-month intervention period. The observation group used 3D-printed models of key nursing-relevant organs; this paper partially presents those of the ovary, uterus, stomach, prostate, and kidney for clinical education and connected learning. Outcome measures included scores on physiology-related knowledge (nurse licensing examination simulation), Social Medical Curiosity (SMC), self-directed learning ability, mobile learning willingness, and Medical Students' Transformative Learning Readiness (MSTLR).
RESULTS: After the intervention, the observation group showed significantly higher scores than the control group in physiology knowledge (77.30 ± 9.65 vs. 67.36 ± 9.55, p < 0.01), SMC (24.90 ± 4.7 vs. 23.57 ± 3.40, p = 0.0395), autonomous learning ability (118.95 ± 3.15 vs. 117.10 ± 3.56, p = 0.0391), mobile learning willingness (126.60 ± 10.35 vs. 116.40 ± 10.20, p = 0.0268), and MSTLR (61.50 ± 5.35 vs. 56.10 ± 5.20, p = 0.0223).
CONCLUSION: 3DIPT-assisted teaching can effectively improve nursing interns' mastery of physiology knowledge and core competencies such as medical interest and autonomous learning. It provides an intuitive visualization tool for physiology education and holds significant potential for advancing basic medical teaching reform.
METHODS: A randomized controlled trial (RCT) was conducted, enrolling 120 undergraduate nursing interns who were randomly divided into a control group (traditional teaching) and an observation group (3DIPT-assisted teaching) with a 6-month intervention period. The observation group used 3D-printed models of key nursing-relevant organs; this paper partially presents those of the ovary, uterus, stomach, prostate, and kidney for clinical education and connected learning. Outcome measures included scores on physiology-related knowledge (nurse licensing examination simulation), Social Medical Curiosity (SMC), self-directed learning ability, mobile learning willingness, and Medical Students' Transformative Learning Readiness (MSTLR).
RESULTS: After the intervention, the observation group showed significantly higher scores than the control group in physiology knowledge (77.30 ± 9.65 vs. 67.36 ± 9.55, p < 0.01), SMC (24.90 ± 4.7 vs. 23.57 ± 3.40, p = 0.0395), autonomous learning ability (118.95 ± 3.15 vs. 117.10 ± 3.56, p = 0.0391), mobile learning willingness (126.60 ± 10.35 vs. 116.40 ± 10.20, p = 0.0268), and MSTLR (61.50 ± 5.35 vs. 56.10 ± 5.20, p = 0.0223).
CONCLUSION: 3DIPT-assisted teaching can effectively improve nursing interns' mastery of physiology knowledge and core competencies such as medical interest and autonomous learning. It provides an intuitive visualization tool for physiology education and holds significant potential for advancing basic medical teaching reform.