Integration of Three-dimensional Visualization Reconstruction Technology with Problem-Based Learning in the Clinical Training of Resident Physicians Specialized in Pheochromocytoma.

Objective: We examined the effectiveness of integrating three-dimensional (3D) visualization reconstruction technology with Problem-Based Learning (PBL) in the clinical teaching of resident physicians focusing on pheochromocytoma.

Methods: Fifty resident physicians specializing in urology at Peking Union Medical College Hospital were randomly divided into two groups over the period spanning January 2022 to January 2024: an experimental group and a control group. The experimental group underwent instruction utilizing a pedagogical approach that integrated 3D visualization reconstruction technology with PBL, while the control group used a traditional teaching model. A comparative analysis of examination performance and teaching satisfaction between both groups of resident physicians was conducted to assess the efficacy of the integrated 3D visualization and PBL teaching methods in clinical instruction.

Results: The experimental group demonstrated superior performance in both theoretical assessment and clinical skills evaluation, along with heightened levels of teaching satisfaction compared to the control group, with statistically significant differences (p < 0.05). Additionally, the experimental group exhibited markedly higher scores in both theoretical examinations and practical assessments compared to their counterparts in the control group (p < 0.05). The results of theoretical examinations for the experimental group and the control group were 92.15±3.22 and 81.09±4.46, respectively (< 0.0001). The results of practical examinations for the experimental group and the control group were 90.17±3.48 and 70.75±5.11, respectively (< 0.0001).

Conclusion: In the clinical teaching of training resident physicians specializing in urology for the management of pheochromocytoma, the integration of 3D visualization reconstruction technology with the PBL method significantly enhanced the teaching efficacy, improving both the quality of instruction and the level of satisfaction among participants.