Objective To evaluate the effectiveness of combining three-dimensional printing (3DP) models with three-dimensional visualization (3DV) technology in the teaching of thoracoscopic sublobar resection. Methods From March 2024 to June 2025, 150 interns were randomly assigned by envelope method to the 3DV, 3DP, and combined (3DV+3DP) groups. Three theoretical tests and score changes were used to assess short- and long-term teaching outcomes, and a questionnaire survey was conducted to analyze learning experience. Results After teaching, scores improved significantly in all groups (P<0.001), with the greatest increase in the combined group (47.18±5.81), which was higher than the 3DV and 3DP groups (P<0.001 and P=0.002, respectively). At 1 month, scores declined in all groups (P=0.028), but the combined group showed the smallest decrease (−6.94 ± 6.05). The combined group also showed the most pronounced advantage in spatial cognition (38.0%). Conclusion Innovative 3DP+3DV instructional model improves sublobar lung resection teaching and shows better long-term retention and spatial cognition.