3D reconstructed models based on real cervical cancer cases for undergraduate gynecological oncology education: a single-group pre- and post-test study

Abstract Background The landscape of medical education is rapidly evolving, driven by advancements in technology. This evolution has ushered in a new era characterized by digitization, connectivity, and intelligence. In this era, traditional teaching methods are being augmented with innovative technologies such as virtual learning, artificial intelligence platforms, and access to information clouds. One notable advancement is the integration of three-dimensional (3D) reconstruction models into medical education, particularly in fields like gynecological oncology. Methods This study introduces 3D reconstruction models based on real cervical cancer cases as a teaching tool for undergraduate gynecological oncology education. The aim was to assess the impact of these models on students' learning efficiency and perspectives. Participants were fourth-year Clinical Medicine students from Wuhan University, China. Pre- and post-tests were conducted to evaluate students' comprehension of cervical intraepithelial lesions, cervical cancer, female pelvic anatomy, and the 2018 International Federation of Gynecology and Obstetrics staging system for cervix uteri. Results A significant improvement in students' post-test scores across all areas. Feedback from students underscored the visual benefits and engaging nature of the models, with many expressing that the 3D models provided a clearer representation of cervical cancer and enhanced their learning experience. Conclusion The integration of 3D reconstruction models into medical education represents a promising approach to address the complexities of teaching intricate subjects like anatomy and gynecological oncology. These models offer a more intuitive and meticulous visualization of anatomical structures and pathological processes, fostering a hands-on and exploratory learning experience for students. Further research and integration of such technologies into medical curricula are warranted to continue enhancing the educational experience for future medical professionals in the digital age.