PDF(Pubmed)
Abstract：
BACKGROUND: Case-based learning (CBL) methods have gained prominence in medical education, proving especially effective for preclinical training in undergraduate medical education. Tetralogy of Fallot (TOF) is a congenital heart disease characterized by four malformations, presenting a challenge in medical education due to the complexity of its anatomical pathology. Three-dimensional printing (3DP), generating physical replicas from data, offers a valuable tool for illustrating intricate anatomical structures and spatial relationships in the classroom. This study explores the integration of 3DP with CBL teaching for clinical medical undergraduates.
METHODS: Sixty senior clinical medical undergraduates were randomly assigned to the CBL group and the CBL-3DP group. Computed tomography imaging data from a typical TOF case were exported, processed, and utilized to create four TOF models with a color 3D printer. The CBL group employed CBL teaching methods, while the CBL-3DP group combined CBL with 3D-printed models. Post-class exams and questionnaires assessed the teaching effectiveness of both groups.
RESULTS: The CBL-3DP group exhibited improved performance in post-class examinations, particularly in pathological anatomy and TOF imaging data analysis (P < 0.05). Questionnaire responses from the CBL-3DP group indicated enhanced satisfaction with teaching mode, promotion of diagnostic skills, bolstering of self-assurance in managing TOF cases, and cultivation of critical thinking and clinical reasoning abilities (P < 0.05). These findings underscore the potential of 3D printed models to augment the effectiveness of CBL, aiding students in mastering instructional content and bolstering their interest and self-confidence in learning.
CONCLUSIONS: The fusion of CBL with 3D printing models is feasible and effective in TOF instruction to clinical medical undergraduates, and worthy of popularization and application in medical education, especially for courses involving intricate anatomical components.
METHODS: Sixty senior clinical medical undergraduates were randomly assigned to the CBL group and the CBL-3DP group. Computed tomography imaging data from a typical TOF case were exported, processed, and utilized to create four TOF models with a color 3D printer. The CBL group employed CBL teaching methods, while the CBL-3DP group combined CBL with 3D-printed models. Post-class exams and questionnaires assessed the teaching effectiveness of both groups.
RESULTS: The CBL-3DP group exhibited improved performance in post-class examinations, particularly in pathological anatomy and TOF imaging data analysis (P < 0.05). Questionnaire responses from the CBL-3DP group indicated enhanced satisfaction with teaching mode, promotion of diagnostic skills, bolstering of self-assurance in managing TOF cases, and cultivation of critical thinking and clinical reasoning abilities (P < 0.05). These findings underscore the potential of 3D printed models to augment the effectiveness of CBL, aiding students in mastering instructional content and bolstering their interest and self-confidence in learning.
CONCLUSIONS: The fusion of CBL with 3D printing models is feasible and effective in TOF instruction to clinical medical undergraduates, and worthy of popularization and application in medical education, especially for courses involving intricate anatomical components.
摘要：
背景：基于案例的学习（CBL）方法在医学教育中越来越重要，证明对本科医学教育的临床前培训特别有效。法洛四联症（TOF）是一种先天性心脏病，以四种畸形为特征，由于其解剖病理学的复杂性，在医学教育中提出了挑战。三维打印（3DP），从数据生成物理副本，提供了一个有价值的工具，用于说明教室中复杂的解剖结构和空间关系。本研究探索3DP与CBL教学在临床医学本科生中的整合。
方法：将60名临床医学高年级本科生随机分为CBL组和CBL-3DP组。导出了典型TOF病例的计算机断层扫描成像数据，已处理,并利用彩色3D打印机创建四个TOF模型。CBL组采用CBL教学方法，而CBL-3DP小组将CBL与3D打印模型相结合。课后考试和问卷调查评估了两组的教学效果。
结果：CBL-3DP组在课后考试中表现出改善，尤其是在病理解剖和TOF影像数据分析方面(P<0.05)。CBL-3DP组的问卷回答表明对教学模式的满意度增强，提升诊断技能，加强管理TOF案件的自我保证，批判性思维和临床推理能力的培养(P<0.05)。这些发现强调了3D打印模型增强CBL有效性的潜力。帮助学生掌握教学内容，增强学习兴趣和自信心。
结论：CBL与3D打印模型的融合在临床医学本科生的TOF教学中是可行和有效的，值得在医学教育中推广应用，尤其是涉及复杂解剖学成分的课程。
方法：将60名临床医学高年级本科生随机分为CBL组和CBL-3DP组。导出了典型TOF病例的计算机断层扫描成像数据，已处理,并利用彩色3D打印机创建四个TOF模型。CBL组采用CBL教学方法，而CBL-3DP小组将CBL与3D打印模型相结合。课后考试和问卷调查评估了两组的教学效果。
结果：CBL-3DP组在课后考试中表现出改善，尤其是在病理解剖和TOF影像数据分析方面(P<0.05)。CBL-3DP组的问卷回答表明对教学模式的满意度增强，提升诊断技能，加强管理TOF案件的自我保证，批判性思维和临床推理能力的培养(P<0.05)。这些发现强调了3D打印模型增强CBL有效性的潜力。帮助学生掌握教学内容，增强学习兴趣和自信心。
结论：CBL与3D打印模型的融合在临床医学本科生的TOF教学中是可行和有效的，值得在医学教育中推广应用，尤其是涉及复杂解剖学成分的课程。
