Objective To apply 3D printing technology as an auxiliary teaching tool in clinical teaching activities of acetabular fractures, and explore its application effect. Methods Forty-eight residents who participated in the Orthopaedic training base of the First Affiliated Hospital of Bengbu Medical College from January 2020 to January 2022 were selected as research objects and divided into two groups by random number method, with 24 residents in each group. The resident in experimental group applied the 3D printing technology combined with traditional teaching model to study, while who in control group only accepted traditional teaching to study. After the course, subjective indicators and objective indicators were evaluated and compared for the two groups of residents. The objective indicators were evaluated and compared at multiple time points. Objective and subjective indicators were evaluated for the 2 groups of students respectively after the end of teaching. The objective indicators were mainly the theoretical knowledge examination results, which were evaluated using the evaluation mode of multiple time points; the subjective indicators were evaluated using the anonymous questionnaire mode, which evaluated the differences between the 2 groups of resident trainees in terms of interest in learning, comprehension, content mastery, course participation, case study ability, and satisfaction. Results There was no statistically significant difference in the objective scores of the two groups of resident trainees immediately and 1 week after course (all P>0. 05), the objective scores of the experimental group in 1, 2 and 4 months after course were higher than those of the control group [(85. 33±3. 02) points vs. (82. 33±2. 60) points, (83. 13±2. 51) points vs. (79. 21±2. 75) points, (80. 33±2. 41) points vs. (75. 71±2. 82) points, all P<0. 05]. There were differences in the objective scores of resident trainees at different time points, as evidenced by a statistically significant decrease in the objective scores over time (P<0. 05). The decline in the objective scores of resident trainees in the experimental group was gentle, while the decline in the control group was more significant. The experimental group scored higher than the control group in terms of interest in learning, comprehension, content mastery, course participation, case analysis skills, and satisfaction (all P< 0. 05). Conclusion In the clinical teaching of acetabular fracture, 3D printing technology is an effective auxiliary tool, which can enhance the teaching effect. © 2023 Publishing House of Chinese Journal of General Practice. All rights reserved.
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