Quantitative evaluation of 3D-printed physiological visualization tools in enhancing interns' knowledge retention and...

Area of Science:

• Medical Education
• Biomedical Engineering
• Anatomy & Physiology

Background:

• Traditional physiology education struggles with 2D materials for complex anatomical and physiological concepts.
• 3D Intelligent Printing Technology (3DIPT) shows promise but is underutilized in physiology instruction.

Purpose of the Study:

• To evaluate the effectiveness of 3DIPT-assisted teaching in improving nursing interns' physiology knowledge and core competencies.
• To explore the potential of 3DIPT in advancing basic medical teaching reform.

Main Methods:

• A 6-month randomized controlled trial involving 120 nursing interns.
• Comparison between traditional teaching (control group) and 3DIPT-assisted teaching (observation group).
• Assessment of physiology knowledge, Social Medical Curiosity (SMC), self-directed learning, mobile learning willingness, and Medical Students' Transformative Learning Readiness (MSTLR).

Main Results:

• The 3DIPT group demonstrated significantly higher scores in physiology knowledge (p < 0.01).
• Statistically significant improvements were observed in SMC (p=0.0395), autonomous learning ability (p=0.0391), mobile learning willingness (p=0.0268), and MSTLR (p=0.0223) in the 3DIPT group.
• The observation group outperformed the control group across all measured outcome variables.

Conclusions:

• 3DIPT-assisted teaching effectively enhances nursing interns' physiology knowledge and core competencies.
• 3DIPT serves as an intuitive visualization tool, offering significant potential for medical teaching innovation.
• This technology can improve medical interest and autonomous learning skills in students.