Abstract: Objective　To explore the application of force analysis teaching mode in clinical teaching of trauma orthopedics, with the support of digital orthopedic technology.Methods　A prospective controlled design was adopted, and 58 medical undergraduate students during the clinical internship stage were randomly divided into an experimental group and a control group. The experimental group consisted of 28 students who were taught complex fracture classification and treatment based on force analysis using 3D reconstruction, 3D printing, and finite element analysis in digital orthopedic technology. The control group consisted of 30 students who received traditional teaching methods. The effectiveness of two different teaching methods were evaluated by questionnaire surveys and paper assessments.Results　In the questionnaire survey, there was a statistically significant difference in scores between the two groups of students in four dimensions: learning value, teaching organization, teacher-student interaction, and curriculum expansion (P＜0.05); There was no statistically significant difference in scores between the two groups of students in the dimensions of teaching enthusiasm, teacher-student relationship, assessment and evaluation, homework reading, and course evaluation (P＞0.05). The final exam score of the experimental group (88.46±4.47) points was significantly higher than that of the control group (85.50 ± 5.74) points (P＜0.05).Conclusion　The application of a teaching model based on force analysis combined with digital orthopedic technology in the clinical internship stage of trauma orthopedics for medical undergraduate students not only improves their theoretical knowledge and skill level, but also helps to cultivate their clinical decision-making ability, which  improving teaching effectiveness.

Key words: digital orthopedic technology, force analysis, teaching model, trauma orthopedic, teaching effectiveness