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目的:探讨构建超声数据源的胎儿心脏3D打印模型联合案例教学法（case-based learning，CBL）在超声医学专业住院医师规范化培训复杂心脏畸形产前超声教学中的应用效果。方法:选取2020年9月至2022年8月在武汉大学人民医院妇产超声科接受住院医师规范化培训的超声影像专业学员60名作为研究对象，分为试验组和对照组，每组30名。试验组采用胎儿心脏3D打印模型联合CBL教学法；对照组采用手绘心脏示意图联合CBL教学法。比较两组理论考试成绩、教学满意度等问卷调查结果；比较教学实施前后对每个病种知识理解自我评分调查问卷结果；并分析两组评分增幅与病例复杂程度相关性。采用MedCalc软件进行 t检验和线性回归分析。 结果:试验组理论考试成绩[（85.70±8.70）分]高于对照组[（71.40±9.50）分]。问卷调查显示试验组在教学满意度等方面的反馈均好于对照组，差异有统计学意义（ P<0.05）。教学实施后试验组病例二、病例三、病例四、病例五知识理解自我评分高于对照组，差异有统计学意义（ P<0.05）。教学实施前后评分增幅与异常病例复杂程度评分呈正相关（ R2=0.90， P=0.010； R2=0.94， P=0.010），试验组回归系数更大。 结论:胎儿心脏3D打印模型联合CBL教学法在超声医学专业住院医师规范化培训胎儿心脏教学中的合理应用，有助于学员理解并强化心脏解剖知识，提升胎儿心脏超声的学习体验，同时加深对复杂先天性心脏病的理解与认知。

Objective:To investigate the application effect of 3D printed fetal heart model based on ultrasound data combined with case-based learning (CBL) in prenatal ultrasound teaching of complex heart malformations in standardized residency training of ultrasound medicine.Methods:A total of 60 students majoring in ultrasound imaging who received standardized residency training in Ultrasonography Center of Obstetrics and Gynecology, Renmin Hospital of Wuhan University, from September 2020 to August 2022 were enrolled as subjects and divided into experimental group and control group, with 30 students in each group. The students in the experimental group received teaching with 3D printed fetal heart model and CBL teaching, and those in the control group received teaching with hand-painted heart diagram and CBL teaching. The two groups were compared in terms of the score of theoretical examination, the degree of satisfaction with teaching, and the self-rated score of the understanding of each disease before and after teaching, and the correlation of the increase in score with case complexity was also analyzed. MedCalc software was used to perform the t-test and the linear regression analysis. Results:The experimental group had a significantly higher score of theoretical examination than the control group [(85.70±8.70) vs. (71.40±9.50)]. The questionnaire survey showed that the experimental group had better feedbacks than the control group in the aspects such as the degree of satisfaction with teaching ( P<0.05). After the implementation of this teaching model, compared with the control group, the experimental group had significantly higher self-rated scores of the understanding of case 2, case 3, case 4, and case 5 ( P<0.05). The increase in score after teaching was positively correlated with the complexity score of abnormal cases ( R2=0.90, P=0.010; R2=0.94, P=0.010), and the experimental group tended to have a greater regression coefficient. Conclusions:The reasonable application of 3D printed fetal heart model combined with CBL teaching in fetal heart teaching in standardized residency training of ultrasound medicine can help the students to understand and enhance the knowledge of cardiac anatomy, improve the learning experience of fetal echocardiography, and deepen the understanding and awareness of complex congenital heart disease.