Development and validity evidence of an open-access 3D model for teaching ankle fractures mechanisms to medical...

Technology-enhanced learning is widely promoted in medical education to improve knowledge, skills, and clinical reasoning, especially for biomechanically complex topics. Ankle fractures are among the most frequent fractures in adults and require solid understanding of injury mechanisms for accurate diagnosis and management. Yet, conventional materials such as static texts and images often fail to convey spatial and dynamic concepts effectively. This study aimed to evaluate whether an open-access interactive 3D model could enhance learning outcomes compared to a traditional course; and explore its impact on radiograph interpretation, a clinically relevant skill.

We hypothesized that this new ankle fractures 3D model would outperform the traditional course in terms of learning outcomes, particularly in understanding injury mechanisms and radiographic interpretation.

We conducted a prospective, randomized, controlled study among fourth-year medical students from two academic centers. After consent and baseline assessment via a pre-test questionnaire, students were randomized to study either with the computer-based 3D model or with the traditional PDF book chapter from the French College of Orthopedic Surgery. After 45 min of learning, students completed a 10-items post-test questionnaire evaluating four categories: anatomy, injury mechanisms, pathophysiology, and radiograph diagnosis. Satisfaction and confidence were also assessed.

Eventually, 41 medical students were randomized in the 3D model group (N = 21) and the traditional course group (N = 20). Pre-test questionnaire showed no difference between groups (mean 0.8/4 in both groups, p = 0.97). Post-test global scores were significantly higher in the 3D group (5.3/10 vs. 4.1/10, p = 0.047). The only statistically significant difference by category concerned pathophysiology (p = 0.02). Confidence in fracture management and satisfaction were also significantly higher in the 3D group. No significant difference was observed in radiograph diagnosis. Students praised the 3D model in open-ended feedback, describing it as intuitive, engaging, and helpful for visualizing dynamic injury mechanisms.

The 3D model outperformed traditional teaching methods on the global post-test score. Even though it did not show a significant advantage in radiographic diagnosis, the 3D model proved more effective than the textbook for teaching the pathophysiology of ankle fractures. It could be effectively used in orthopedic education, especially for teaching complex biomechanical sequences. Further studies with larger cohorts and long-term follow-up are needed to confirm these results and assess the impact on clinically transferable skills and patient-related outcomes.

II; Prospective, randomized, controlled educational study.