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目的:研究三维多模态影像(3D-multimodality image，3DMMI)重建技术在骨科学临床见习教学中的应用效果。方法:2017年2月，将四川大学2013级八年制临床医学专业90名学生随机分为试验组与对照组，每组45名学生。试验组实施3DMMI辅助的基于案例学习教学，对照组实施常规的基于案例学习教学。教学结束后，比较两组学生考核成绩，实施两组学生对课程和教师的问卷评估。结果:试验组学生理论考核评分和骨盆肿瘤影像读片评分均高于对照组学生[(7.38±0.87)分比(6.46±0.78)分，(6.77±0.93)分比(5.69±1.11)分]，差异具有统计学意义(均n P<0.05)。试验组学生在课堂学习兴趣等课程评价和知识讲授清晰程度等教师评价方面，其评分均高于对照组学生[(8.46±0.52)分比(7.00±0.58)分，(8.00±0.82)分比(6.77±0.73)分]，差异均具有统计学意义(均n P<0.05)。n 结论:3DMMI可以增强学生临床见习效果，提升学习兴趣，改善学生学习体验，进而提高教学质量。“,”Objective:To evaluate the effect of 3D-multimodality image (3DMMI) reconstruction in orthopedics clinical probation teaching.Methods:In February 2017, 90 eight-year program medical students were randomly divided equally into test group that implemented case-based learning (CBL) assisted by 3DMMI and control group that implemented CBL. After class, the in reading pelvic imaging and knowledge of the students in two group were tested. Besides, all 90 students completed questionnaire.Results:There were 45 students in each group and their got similar scores in previous clinical course, which imply consistent baseline. Compared with the control group, the students in test group had higher scores for pelvic tumor image reading [(5.69±1.11) vs (6.77±0.93)] and theoretical assessment [(6.46±0.78) vs (7.38±0.87)], alln P<0.05; furthermore, they showed higher evaluation and satisfaction to courses and teachers such as the classroom learning interest [(8.46±0.52) vs (7.00±0.58)] and clarity of knowledge teaching [(8.00±0.82) vs (6.77±0.73)], alln P<0.05.n Conclusions:3DMMI can improve the learning outcomes of clinical medical students, enhance learning interest and improve their learning experience, and then improve the quality of teaching.