Objective

2

To construct a rehabilitation clinical internship teaching model based on three-dimensional structural cases and evaluate its effectiveness in enhancing the clinical core competencies

theoretical knowledge levels

and clinical practice skills of interns.

Methods

2

Sixty students who completed internships in the Department of Rehabilitation Medicine at our hospital from July 2022 to August 2024 were selected as the study subjects and divided into a traditional teaching group (

n

=30) and a thr

ee-dimensional case group (

n

=30). The traditional teaching group received structured mentorship

bedside teaching

theoretical lectures

and practical assessments. The three-dimensional case group implemented a case-based teaching model centered on the knowledge-skills-competency three-dimensional structure. The model included four steps: case presentation and problem identification

layered inquiry and knowledge integration

simulated practice and plan formulation

and review and reflection. The model implementation was supported by a case database and teaching resources. The modified Mini-Clinical Evaluation Exercise Scale was used to assess clinical core competencies

while theoretical examinations (maximum score 100) and skill operation assessments (maximum score 100) were used to evaluate knowledge and skill levels. A self-designed 5-point Likert scale was employed to survey teaching satisfaction. SPSS 26.0 software was used for

t

-tests and

χ

2

tests.

Results

2

The total score of the Mini-Clinical Evaluation Exercise Scale was higher in the three-dimensional case group (69.14±4.26) than in the traditional teaching group (57.90±5.83)

with significant improvements in medical interviews

rehabilitation assessments

diagnostic analysis

treatment planning

and treatment execution in the three-dimensional case group (all

P

<

0.001). The total score of theoretical knowledge was higher in the three-dimensional case group (85.80±4.18) than in the traditional group (67.69±5.58). The total score of practical skill was higher in the three-dimensional case group (86.47±3.80) than in the traditional group (69.68±6.68). Satisfaction surveys revealed that the three-dimensional case group scored significantly higher than the traditional group in teaching content

methods

and willingness to recommend (all

P

<

0.001).

Conclusions

2

The rehabilitation clinical internship teaching model based on three-dimensional structural cases can effectively enhance the clinical core competencies

theoretical knowledge

and practical operation of interns

with high teaching acceptance and strong potential for promotion.