This scoping review aimed to describe the use of three-dimensional (3D) technology to support teaching and learning in health care education and the outcomes related to 3D technology from the perspective of teaching and learning. The study identified 31 articles that met the inclusion criteria. The results are presented in four categories: 3D environment, 3D image, 3D holograms and 3D print. There were multiple pedagogical contexts, including the teaching of anatomy. All categories were connected to positive learning outcomes and outcomes that supported learning, e.g. satisfaction. Positive learning outcomes were related to skills, knowledge, students’ perceptions and emotions. These findings describe multiple uses of 3D technology, which can have a positive effect on student learning in health care education.

这项范围界定性审查旨在从教学的角度描述使用三维（3D）技术支持医疗保健教育中的教学和与3D技术相关的成果。该研究确定了31篇符合纳入标准的文章。结果分为四个类别：3D环境，3D图像，3D全息图和3D打印。有多种教学环境，包括解剖学教学。所有类别都与积极的学习成果和支持学习的成果（例如满意度）相关。积极的学习成果与技能，知识，学生的看法和情感有关。这些发现描述了3D技术的多种用途，可以对健康教育中的学生学习产生积极影响。