ArticleBMC medical education2026
Application and practice of a 3D model-driven clinically oriented, three-stage progressive teaching program in histology and embryology.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
objectiveTo address the challenges of spatial understanding and knowledge fragmentation in Histology and Embryology, this study aimed to develop and evaluate a 3D model-driven, clinically oriented, three-stage progressive teaching program and examine its association with students' academic performance and learning outcomes.
methodsThe teaching reform consisted of three components. First, the curriculum was restructured, namely teaching hours were reduced from 80 to 76. Second, a three-stage progressive teaching program was implemented, including a knowledge verification stage, namely concept mapping combined with slide observation; a preliminary exploration stage, namely 3D-printed models, AI-generated animations, and clay modeling; and a practical application stage, namely clinical cases and abnormal anatomical models. Third, a diversified assessment system was adopted, including formative assessment (25%), theoretical examination (55%), and practical laboratory examination (20%). The program was implemented among clinical medicine students from 2017 to 2023, with a total of 6,415 participants.
resultsFrom the Class of 2017 to the Class of 2023, mean examination scores showed a gradual upward trend: 65.54 (Class of 2017), 66.59 (Class of 2018), 67.84 (Class of 2020), 71.72 (Class of 2021), 72.66 (Class of 2022), and 75.53 (Class of 2023). The Class of 2019 (mean 83.17) was assessed under different instructional conditions during the COVID-19 pandemic and was therefore excluded from the analysis. In addition to examination scores, students also demonstrated improved spatial reasoning and clinical problem-solving abilities.
conclusionThe 3D model-driven, clinically oriented, three-stage progressive teaching program may serve as a feasible framework for basic medical education reform by promoting the integration of theoretical knowledge, spatial understanding, and clinical application.
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