数字化过程评估系统在牙体预备教学中的应用评价

An application evaluation of a digital guide and assessment system in tooth preparation teaching

目的评价数字化过程评估系统在口腔修复学牙体预备教学中的应用效果。方法将30名口腔医学专业大学四年级本科生用随机数字表法分为A、B两组,每组15人。A组学生在牙科临床技术评估、考核及导引系统辅助下进行右上中切牙烤瓷全冠牙体预备;B组学生直接在教学仿真头模内进行右上中切牙烤瓷全冠牙体预备。预备结束后教师根据硅橡胶导板对牙体预备情况评分,记录两组学生牙体预备所用时间及牙体预备过程中学生向教师提问的次数。不同分组牙体预备质量的比较使用秩和检验进行统计分析,牙体预备时间采用t检验进行统计分析,提问率采用卡方检验进行统计分析。结果 A组切端预备量获优、良、差成绩的人数分别为13、2、0人,B组获优、良、差成绩的人数分别为8、3、4人,A组成绩优于B组(Z=-2.134,P=0.03);A组唇面预备量获优、良、差成绩的人数分别为10、3、2人,B组获优、良、差成绩的人数分别为3、7、5人,A组成绩优于B组(Z=-2.357,P=0.018);A组舌面预备量获优、良、差成绩的人数分别为9、5、1人,B组获优、良、差成绩的人数分别为4、5、6人,A组成绩优于B组(Z=-2.224,P=0.026);A组轴面光滑度获优、良、差成绩的人数分别为7、7、1人,B组获优、良、差成绩的人数分别为2、7、6人,A组成绩优于B组(Z=-2.461,P=0.014);A、B两组学生牙体预备所用时间分别为(34.87±3.04)、(43.67±2.99)min,A组时间长于B组,差异具有统计学意义(t=-7.985,P<0.001);两组学生牙体预备过程中,A组提问率为26.67%,B组为93.33%,B组提问率高于A组,差异具有统计学意义(χ~2=13.889,P=0.002)。结论数字化过程评估系统可以辅助口腔修复学教师提高牙体预备教学质量,加快学生对牙体预备操作的掌握。

Objective To evaluate the effectiveness of a digital guide and assessment system in the teaching of tooth preparation. Methods Thirty senior students of stomatology were divided into two groups randomly,with fifteen in each group. A preparation of an upper right central incisor fixed in a dental simulation model was carried out for both groups. During the preparation,students in group A were under the guidance of Dental Clinical Guidance and Assessment system,while group B were not. The amount and time of preparation,and the frequency of help-seeking of each group were recorded and the data were analyzed with rank sum test,student′s t-test and chi-square test,respectively. Results A significantly better tooth preparation（incisor edge preparation/labial preparation/lingual preparation/smoothness）was observed in group A compared with group B. Tooth preparation time of group A and B was（34.87 ± 3.04）and（43.67 ± 2.99）min respectively,indicating a higher efficiency of the former（t =-7.985,P 〈0.001）.The frequency of help-seeking of group A and B was 26.67 and 93.33% respectively,demonstrating less questions were encountered in group A than group B（χ~2= 13.889,P = 0.002）. Conclusion Dental ClinicalGuidance and Assessment system can help teachers improve the teaching quality of tooth preparation andaccelerate students′ mastery of this clinical technique.