Abstract: Objective To evaluate 3D printing technology-assisted teaching method in improving the orthopedic teaching based on Bloom's teaching goal. Methods A total of 24 medical students in grade 2014 at Army Medical University were randomly divided into experimental group and control group with 12 students in each. The same teacher gives same lecture of femoral intertrochanter fracture for the two groups, but experimental group had the lecture with the assistant of 3D printing femoral intertrochanter fracture model, and control group committed no such aide. After class, paper test were carried out, score and the number of multi-level questions, which students had in or after class were collected and analyzed with SPSS 12.0. Results The number of good question or wonderful treatment suggestion shows significant difference between the experimental group and control group (χ²=4.196, χ²=4.444, all P<0.05), with the former superior to the later, respectively; the results shows no significant between two groups in the number of innovative idea (χ²=2.182, P>0.05); the excellent score of theory examination shows no significant difference between the two groups (χ²=1.815, P>0.05), in spite of the fact the number of student with excellent score in experimental group was more than that in control group. Conclusions The 3D printing technology-assisted teaching method is helpful for the orthopedic teaching based on Bloom's teaching goal, but it is not significant to boost primary level to advanced level.

Key words: 3D printing technology, Assistant teaching method, Orthopedic, Educational goal, Bloom's educational theory