Objective To evaluate the impact of incorporating the physical 3D printing model and VR simulation training into the case and problem based learning (CPBL) teaching process in the practical teaching of trauma orthopedics on the theoretical mastery, case analysis ability, simulated surgical performance and teaching satisfaction of undergraduate interns.

Methods A total of 80 clinical medical undergraduate interns who rotated in the Department of Trauma Orthopedics from January to December 2024 were selected as the research subjects, and randomly divided into the control group and observation group by the random number table method, with 40 interns in each group. The control group received CPBL teaching; The observation group received 3D printing tibial plateau fracture model observation and VR surgical procedure training under the same teaching framework. After the internship, the evaluation was conducted from four aspects: theoretical assessment, case analysis, simulated surgical operation and satisfaction questionnaire.

Results The results of the theoretical examination showed that the observation group performed significantly better than the control group in both the basic theoretical knowledge and case analysis modules (t = 8.43, 8.95, P ＜ 0.01). The assessment results of the simulated surgery showed that the excellent and good rate of the trainees in the observation group was significantly higher than that in the control group (χ² = 16.86, P ＜ 0.01). The results of the satisfaction questionnaire survey showed that the overall satisfaction of the observation group with the teaching mode was significantly higher than that of the control group (χ² = 34.33, P ＜ 0.01).

Conclusions The application of 3D printing combined with VR technology in orthopedic clinical practice teaching can effectively improve teaching quality, help students consolidate theoretical knowledge, enhance clinical operation skills, and strengthen their comprehensive abilities.