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Objectives <p>Teaching renal pathology, characterized by complex spatial relationships and dynamic pathological processes, poses significant challenges. Traditional methods such as static slides often fail to convey these concepts effectively. This study evaluated the efficacy of custom-developed renal pathology three-dimensional (3D) animations in enhancing learning outcomes and satisfaction during students’ internal medicine clerkships in nephrology.</p> Methods <p>A randomized controlled trial was conducted. 93 students undertaking nephrology clerkships were randomly assigned 1:1 to either a conventional teaching group or a 3D animation group (intervention group). The intervention group utilized specifically developed 3D animations depicting renal microstructure and the dynamic progression of common pathologies. Teaching effectiveness was assessed via pre- and post-teaching written examinations. Student and faculty satisfaction with the 3D animations was evaluated using 5-point scale questionnaires.</p> Results <p>Baseline knowledge scores were comparable between groups. Post-teaching scores were significantly higher in the 3D animation group, representing a greater score improvement (34.5 ± 34.8 vs. 19.1 ± 32.4, <i>p</i> = 0.03). Over 95% of students in 3D animation group rated the 3D animations superior to traditional slides for vividness and conceptual understanding, 89% reported increased learning initiative and outcomes. Faculty unanimously agreed animations improved structural explanation clarity and student attentiveness.</p> Conclusions <p>Incorporating 3D renal pathology animations significantly improved knowledge acquisition and achieved exceptionally high satisfaction among students and faculty during internal medicine clerkships. This approach effectively addresses traditional teaching difficulties in renal pathology, enhances engagement, and promotes self-directed learning. It offers a valuable model for teaching complex spatial and dynamic biomedical concepts in medical education.</p> Trial registration <p>Chinese Clinical Trial Registry ChiCTR2500112643, 2025-11-18, retrospective registration.</p>

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Application of renal pathology three-dimensional animation in clinical clerkship teaching for medical students: a randomized-controlled trial

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月24日

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  • Qi Zhang,
  • Yingxin Xie,
  • Feng Ding,
  • Shuai Ma,
  • Wenji Wang

摘要

Objectives

Teaching renal pathology, characterized by complex spatial relationships and dynamic pathological processes, poses significant challenges. Traditional methods such as static slides often fail to convey these concepts effectively. This study evaluated the efficacy of custom-developed renal pathology three-dimensional (3D) animations in enhancing learning outcomes and satisfaction during students’ internal medicine clerkships in nephrology.

Methods

A randomized controlled trial was conducted. 93 students undertaking nephrology clerkships were randomly assigned 1:1 to either a conventional teaching group or a 3D animation group (intervention group). The intervention group utilized specifically developed 3D animations depicting renal microstructure and the dynamic progression of common pathologies. Teaching effectiveness was assessed via pre- and post-teaching written examinations. Student and faculty satisfaction with the 3D animations was evaluated using 5-point scale questionnaires.

Results

Baseline knowledge scores were comparable between groups. Post-teaching scores were significantly higher in the 3D animation group, representing a greater score improvement (34.5 ± 34.8 vs. 19.1 ± 32.4, p = 0.03). Over 95% of students in 3D animation group rated the 3D animations superior to traditional slides for vividness and conceptual understanding, 89% reported increased learning initiative and outcomes. Faculty unanimously agreed animations improved structural explanation clarity and student attentiveness.

Conclusions

Incorporating 3D renal pathology animations significantly improved knowledge acquisition and achieved exceptionally high satisfaction among students and faculty during internal medicine clerkships. This approach effectively addresses traditional teaching difficulties in renal pathology, enhances engagement, and promotes self-directed learning. It offers a valuable model for teaching complex spatial and dynamic biomedical concepts in medical education.

Trial registration

Chinese Clinical Trial Registry ChiCTR2500112643, 2025-11-18, retrospective registration.