摘要
目的 探索口腔修复学比色教学效果的规律及合理的比色教学方案.方法 采用牙齿色彩识别训练系统(toothguide training box,TTB)对北京大学口腔医学院八年制口腔医学专业20名学生进行为期9周的比色模拟训练,并在标准光源下,应用含有标准色及中间色的比色板对研究对象进行比色测试.每名研究对象接受4次测试,分别于训练开始前、训练3周、训练6周及训练结束后进行;分别计算标准色标组、非标准色标组及总体色标组的比色正确率,采用SPSS 13.0统计学软件进行统计分析.结果 训练3周后,标准色标与全部色标的比色正确率高于训练前的基线测试,P <0.01,差异具有统计学意义;训练6周后,非标准色标的比色正确率高于训练3周时,P<0.05,差异具有统计学意义;训练6周及结束时,各组学生色标的比色正确率均高于基线测试,P<0.05,差异具有统计学意义.结论 TTB和与临床比色实际最接近的比色板(含中间颜色的比色板)作为教学工具结合运用,既可以提高学生对于标准色的比色水平,又可以兼顾中间颜色相关知识的培训.采用TTB进行训练,其周期应该在6周以上.
Objective To explore the law of tooth color training and find its reasonable training methods.Methods 20 eight-year program students studying in Peking University,School of Stomatology were chosen to participate in the toothguide training process using Toothguide Training Box (TTB) for 9weeks.Each student must take part in 4 times of tooth shade matching tests (Under standard light source,middle color included).The tooth shade matching tests occur at the beginning of their training,3 weeks after their training,6 week after their training and the end of their training.The correct rate of the standard color,non-standard color (middle color),and the correct rate in all were calculated for each time of shade matching tests.The data was analyzed with SPSS 13.0 software.Results After 3 weeks training,the total correct rate and the correct rate of standard color were significant differences (P<0.01) withthe baseline results; after6 weeks training,the correct rateof non-standard color werestatisticallydifferent (P < 0.05)with the after 3 weeks training results; both after 6 weeks and 9 weeks training,the three correct rates were statistically different (P<0.05)with the baseline.Conclusions Using both TTB and tooth shade guide (including middle color) as a combination of teaching tool,can not only improve the standard color matching ability,but also can take the knowledge of the middle color training into account.While using the TTB training system,the training progress should be last more than six weeks.
出处
《中华医学教育杂志》
2013年第2期265-267,共3页
Chinese Journal of Medical Education