Application of 3D reconstruction combined with 3D printing and CBL + SP in teaching gynecologic malignant tumors

Objective The synergic effect of integrating diversified teaching methods [3D visualization technology [3D reconstruction and printing], case-based learning [CBL]. and standardized patients [SPs]] in the clinical teaching of gynecologic tumors was determined. Methods A case-control study design was proceeded in our hospital between September 2023 and March 2025 for clinical undergraduate interns and training physicians. They were divided into two groups: CBL + SP teaching mode ( n = 54); and CBL + SP + 3D teaching mode ( n = 54). A theoretical exam and a self-designed subjective questionnaire survey were used for the quantitative evaluation of teaching effectiveness. Results The average score of the CBL + SP + 3D group in the theoretical exam was significantly higher than the CBL + SP group ( P < 0.001). Students in the CBL + SP + 3D group performed significantly better than students in the CBL + SP group ( P < 0.001)in the subjective grading: learning interest, classroom participation, self-learning capacity, comprehensive analytic capacity, clinical thinking capacity, effectiveness of visual teaching aids, and simulation of clinical consultation scenarios constructed using SP. The total score of satisfactions in the CBL + SP + 3D group was significantly higher than that in the CBL + SP group ( P < 0.001). The total scores by the teachers on the students' performance in the CBL + SP + 3D group was significantly higher than that in the CBL + SP group. Conclusion The CBL + SP + 3D model established a teaching system with integration of “virtualization + material object + interaction,” which enabled significant improvement in the learning interest of students and enhanced student stereoscopic cognition of the complex anatomy of gynecologic tumors and the pathologic structures, and deepened comprehensive thinking and clinical case analysis capacity.