Simodont虚拟仿真系统和KaVo仿真头模在龋病学实验课教学中的联合应用

Combined application of Simodont virtual simulation system and Ka Vo head-simulator in Cariology laboratory course

目的探讨在龋病学实验课中联合运用Simodont虚拟仿真系统和Ka Vo仿真头模的教学效果。方法在中山大学光华口腔医学院口腔临床医学专业2009级五年制本科生的龋病学实验课中联合应用Simodont系统和Ka Vo仿真头模。教学步骤如下:(1)将学生随机分入两组,每组28人;(2)学生完成龋病临床知识考核表;(3)指导学生学习龋病临床技能考核表和Simodont操作手册;(4)第一组学生使用Simodont系统培训,第二组学生使用Ka Vo仿真头模培训,制备改良型Ⅱ类和Ⅴ类龋洞洞型,进行评分;(5)两组学生互换培训系统,再次制备改良型Ⅱ类和Ⅴ类龋洞洞型,并评分;(6)学生填写教学问卷;(7)收集数据、统计学分析。结果两组学生龋病临床知识的考核成绩差异无统计学意义(P>0.05)。学生经过Simodont系统和Ka Vo仿真头模联合培训后,制备改良型Ⅱ类和Ⅴ类龋洞洞型的评分比较仅使用单一培训系统的学生更高(P<0.05)。问卷结果表明,学生高度认同"Simodont系统安全性好,节约培训时间,可反复练习。Simodont系统与Ka Vo仿真头模联合应用能获得更理想的教学效果"。结论在龋病学实验课中联合应用Simodont系统和Ka Vo仿真头模可较单一培训系统更好地提升学生龋洞制备的考核成绩,是一种值得推广的教学模式。

Objective To investigate the teaching effects of combined application of Simodont virtual simulation system and KaVo head-simulator in Cariology laboratory course. Methods During Cariology laboratory course, Simodent system and KaVo head-simulator were cooperatively applied among five-year BDS students of Guanghua School of Stomatology, Sun Yat-sen University. This laboratory course included the following steps： （1）Students were randomized into two groups, and each group had 28 students; （2）Students completed ‘Cariology Knowledge Assessment Form’; （3）Students were guided to study‘Cariology Clinical Skills Assessment Form’ and‘Simodont system Operating Manual’;（4）The first group of students were trained by Simodont system and the second group of students were trained by KaVo head-simulator to prepared ClassⅡ and ClassV caries cavities, and the relative scores were recorded; （5）Two group students exchanged the training systems to prepare ClassⅡ and ClassV caries cavities again, and the relative scores were recorded; （6）Students filled the ‘Teaching Questionnaire’; （7）The data were collected and analyzed. Results There was no significant difference of the scores between the two group students （P〉0.05）. After combined training of Simodont system and KaVo head-simulator, the students’ scores were obviously improved in preparing modified ClassⅡand V caries cavities than those who only received single training system （P 〈 0.01）. Questionnaire＆amp;nbsp;results demonstrated that students highly appreciated the following viewpoints： ‘Simodont system was security timesaver and repetitive practice. Combined application of Simodont system and KaVo head-simulator provided good effects on Cariology laboratory teaching.’ Conclusions In Cariology laboratory courses, combined application of Simodont system and KaVo head-simulator was more effective than a single training system in the scores ofcavity preparation, and thereby was valuable to be adopted.