ملخص الدراسة

80 assistant general practitioner trainees were randomized and analyzed to a 3D printing integrated with problem-based learning group or a traditional lecture-based teaching group. The primary outcome was the immediate post-course knowledge test score. Secondary outcomes included delayed post-course test scores at 4 weeks and self-reported evaluations across 10 educational domains. Overall, the results of the study revealed that the 3D printing group achieved significantly higher immediate post-course scores compared with the control group, and higher 4-week delayed scores. The intervention group also demonstrated higher scores in 9 of 10 self-evaluation domains, with no difference in mastery of basic knowledge. These findings suggest that integrating 3D printing within a problem-based learning framework enhances knowledge acquisition and retention compared with lecture-based teaching alone.