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3D printing visualization combined with home-school-hospital collaboration for clinical pharmacology teaching
Xinyu Wang1,2, Wenwen Hou1, Xiaofen Yu1
1Hangzhou Medical College, The Affiliated People's Hospital of Hangzhou Medical College, Zhejiang Provincial People's Hospital, Hangzhou, China.
Background:
Clinical pharmacology teaching is often limited by abstract content and insufficient integration of anatomical structure, physiological regulation, and drug targets. Traditional teaching models make it difficult for interns to transform theoretical knowledge into clinical application ability. Based on embodied cognition theory, 3D-printed visualization models can provide intuitive and perceptual learning support. This study aimed to construct an innovative teaching model integrating School-Family-Physician Collaboration (SFPC) and 3D intelligent printing teaching (3DIPT) for clinical pharmacology education.
Methods:
A non-randomized longitudinal pre-post intervention study was conducted among clinical interns. The experimental group received integrated teaching using 3D-printed anatomical and pharmacological models combined with real family and social scenarios. The control group received traditional theoretical teaching. Teaching effects were evaluated using objective test scores, target recognition accuracy, and questionnaire-based learning initiative and satisfaction.
Results:
The baseline data of the two groups were balanced and comparable (all P > 0.05). After intervention, the scores of the observation group were significantly higher than those of the control group in pharmacology knowledge test (67.23 ± 10.62 vs. 63.28 ± 7.35, P = 0.0028), SMC (5.618 ± 0.106 vs. 5.574 ± 0.104, P = 0.0232), self-directed learning ability (117.85 ± 1.78 vs. 117.10 ± 1.47, P = 0.0212), doctor-patient communication ability (21.54 ± 0.76 vs. 21.23 ± 0.73, P = 0.0204), and MSTLR (62.88 ± 8.36 vs. 58.73 ± 6.35, P = 0.0315), with statistically significant differences.
Conclusion:
The integrated SFPC-3DIPT teaching model can significantly improve interns' mastery of urogenital system pharmacology, enhance their understanding of physiological and pharmacological mechanisms, and increase learning initiative and clinical application ability. This model provides a feasible and effective reference for the reform of clinical pharmacology teaching.
