定量评估3D打印生理可视化工具在提高实习生知识记忆和应用方面的作用
Quantitative evaluation of 3D-printed physiological visualization tools in enhancing interns' knowledge retention and application.
摘要(中文译文)
传统生理学教学依赖二维材料和静态标本，难以直观呈现复杂的解剖结构与生理机制。三维智能打印技术（3DIPT）已在外科培训中展现出应用价值，但其在生理学教育中的应用仍未被充分探索。本研究开展了一项随机对照试验（RCT），纳入120名本科护理实习生，随机分为对照组（传统教学）和观察组（3DIPT辅助教学），干预周期为6个月。观察组使用与护理相关的关键器官3D打印模型；本文部分呈现了卵巢、子宫、胃、前列腺和肾脏模型，用于临床教育和联动学习。结局指标包括生理学相关知识成绩（护士执业资格考试模拟）、社会医学好奇心（SMC）、自主学习能力、移动学习意愿和医学生转化学习准备度（MSTLR）。干预后，观察组在生理学知识（77.30 ± 9.65 vs. 67.36 ± 9.55，< 0.01）、SMC（24.90 ± 4.7 vs. 23.57 ± 3.40，= 0.0395）、自主学习能力（118.95 ± 3.15 vs. 117.10 ± 3.56，= 0.0391）、移动学习意愿（126.60 ± 10.35 vs. 116.40 ± 10.20，= 0.0268）和MSTLR（61.50 ± 5.35 vs. 56.10 ± 5.20，= 0.0223）方面的得分均显著高于对照组。3DIPT辅助教学能够有效提高护理实习生对生理学知识的掌握以及医学兴趣和自主学习等核心能力。它为生理学教育提供了一种直观的可视化工具，在推进基础医学教学改革方面具有重要潜力。
Abstract
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. 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). 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, < 0.01), SMC (24.90 ± 4.7 vs. 23.57 ± 3.40, = 0.0395), autonomous learning ability (118.95 ± 3.15 vs. 117.10 ± 3.56, = 0.0391), mobile learning willingness (126.60 ± 10.35 vs. 116.40 ± 10.20, = 0.0268), and MSTLR (61.50 ± 5.35 vs. 56.10 ± 5.20, = 0.0223). 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.
如何引用
AMA
Qiongting Luo, Wenwen Hou, Xiaofen Yu, Xinyu Wang, Zheng Wang. Quantitative evaluation of 3D-printed physiological visualization tools in enhancing interns' knowledge retention and application.. Frontiers in medicine. 2026; doi:10.3389/fmed.2026.1792731.
APA
Qiongting Luo, Wenwen Hou, Xiaofen Yu, Xinyu Wang, Zheng Wang (2026). Quantitative evaluation of 3D-printed physiological visualization tools in enhancing interns' knowledge retention and application.. Frontiers in medicine. https://doi.org/10.3389/fmed.2026.1792731
GB/T 7714
Qiongting Luo, Wenwen Hou, Xiaofen Yu, Xinyu Wang, Zheng Wang. Quantitative evaluation of 3D-printed physiological visualization tools in enhancing interns' knowledge retention and application.[J]. Frontiers in medicine, 2026 doi:10.3389/fmed.2026.1792731.
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