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Background <p>Urology encompasses a diverse array of pathologies with complex clinical presentations, demanding rigorous hands-on clinical practice and high-quality pedagogical training for medical interns. To overcome the limitations of traditional teaching models, which typically combines theoretical instruction with ward observation often provide limited exposure, we developed and validated a novel clinical teaching model that is based on real-world clinical cases in individualized three-dimensional imaging and evaluated its feasibility and effectiveness in urological internship teaching through prospective experiments.</p> Objective <p>To evaluate the feasibility and effectiveness of a novel clinical teaching model that integrates real-world clinical cases with individualized three-dimensional imaging in urology interns.</p> Methods <p>During the 2024–2025 academic year, 128 interns in the Department of Urology were randomly assigned to two groups based on student ID numbers: the traditional teaching mode (TTM) arm and the new teaching mode (NTM) arm, with 64 interns in each group. The TTM group received the conventional approach of thematic theoretical teaching alongside clinical case observation, while the NTM arm implemented the novel approach. After a 2-week internship, the educational effects of trainees were assessed by confidential questionnaire, theoretical knowledge examination, and clinical practice assessments, followed by statistical analysis of the results.</p> Results <p>Interns in the NTM group outperformed those in the TTM group (<i>p</i> &lt; 0.05). Although some specific item assessments revealed no significant differences between the two groups, the overall scores of interns in the NTM group on confidential questionnaires, theoretical knowledge examinations, and clinical practice assessments were significantly higher than those in the TTM group (<i>p</i> &lt; 0.05). The weighted composite score (confidential questionnaire constituted 0.2, theoretical knowledge examination constituted 0.4, clinical practice examination constituted 0.4) of the NTM group was significantly higher (79.75 ± 3.91 vs. 85.30 ± 6.03, <i>p</i> &lt; 0.001).</p> Conclusion <p>This study indicates that the NTM is well accepted by interns and those receiving clinical teaching through the NTM show superior theoretical knowledge and clinical skills over the TTM.</p>

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Development and implementation of a novel clinical teaching model integrating real-world case with patient-specific three-dimensional imaging in urology

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月1日

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  • Cong Zhang,
  • Mohammad Rasool Ghiasi,
  • Jinhuan Cheng,
  • Haocheng Cui,
  • Guanghao Li,
  • Qinquan Sha,
  • Dongshan Chen,
  • Xiang Zhang

摘要

Background

Urology encompasses a diverse array of pathologies with complex clinical presentations, demanding rigorous hands-on clinical practice and high-quality pedagogical training for medical interns. To overcome the limitations of traditional teaching models, which typically combines theoretical instruction with ward observation often provide limited exposure, we developed and validated a novel clinical teaching model that is based on real-world clinical cases in individualized three-dimensional imaging and evaluated its feasibility and effectiveness in urological internship teaching through prospective experiments.

Objective

To evaluate the feasibility and effectiveness of a novel clinical teaching model that integrates real-world clinical cases with individualized three-dimensional imaging in urology interns.

Methods

During the 2024–2025 academic year, 128 interns in the Department of Urology were randomly assigned to two groups based on student ID numbers: the traditional teaching mode (TTM) arm and the new teaching mode (NTM) arm, with 64 interns in each group. The TTM group received the conventional approach of thematic theoretical teaching alongside clinical case observation, while the NTM arm implemented the novel approach. After a 2-week internship, the educational effects of trainees were assessed by confidential questionnaire, theoretical knowledge examination, and clinical practice assessments, followed by statistical analysis of the results.

Results

Interns in the NTM group outperformed those in the TTM group (p < 0.05). Although some specific item assessments revealed no significant differences between the two groups, the overall scores of interns in the NTM group on confidential questionnaires, theoretical knowledge examinations, and clinical practice assessments were significantly higher than those in the TTM group (p < 0.05). The weighted composite score (confidential questionnaire constituted 0.2, theoretical knowledge examination constituted 0.4, clinical practice examination constituted 0.4) of the NTM group was significantly higher (79.75 ± 3.91 vs. 85.30 ± 6.03, p < 0.001).

Conclusion

This study indicates that the NTM is well accepted by interns and those receiving clinical teaching through the NTM show superior theoretical knowledge and clinical skills over the TTM.