渐进教学法提高龈下刮治与根面平整术的本科生教学效果

Step-by-step teaching approach improves undergraduate students′performance in scaling and root planning training

目的探讨渐进教学法是否能提高口腔医学本科生龈下刮治与根面平整术(SRP)教学效果。方法中山大学光华口腔医学院2015级口腔医学本科生共40人根据电脑产生的随机数分配到传统教学组与渐进教学组,每组20名,两组的总学习时间相等。课程内容包括医患体位、工作刃辨认、器械握持与支点及刮治发力方式。传统教学组按照理论授课、教师演示及学生仿头模练习3部分依次进行;而渐进教学组每一部分内容经教师讲解后学生即刻进行仿头模练习、教学反馈。培训结束后,两组学生均在30 min内对2颗指定牙齿实施SRP,操作总体得分由3名牙周专科医师共同判定。结果采用独立样本t检验分析,检验水准α=0.05。结果渐进教学组SRP总体得分(71.7±9.3)高于传统教学组得分(52.1±18.5),差异有统计学意义(t=-4.3,P<0.001)。渐进教学法能提高学生在医患体位(P=0.020)、器械选择(P<0.001)、器械放置角度(P=0.029)、刮治发力方式(P=0.007)及避免牙龈损伤(P=0.001)方面的得分。结论渐进教学法在本科口腔医学生SRP训练中取得比传统教学法更好的效果。

Objective The aim of this study was to verify whether stepwise teaching approach is more effective than traditional teaching method in scaling and root planning(SRP)training.Methods Forty undergraduate dental students from Guanghua School of Stomatology,Sun Yat-sen University were assigned randomly into 2 groups.The curriculum comprises standard position of patient and operator,offset blade identification,instrument grasp and finger rest as well as instrument activation.In traditional teaching group,students were given a lecture and a demonstration,and then they were allowed to practice SRP on a patient simulator.For stepwise teaching group,the curriculum was carried out in four steps.Students were allowed to practice right after teacher′s lecture and demonstration in each step.After training,students were asked to perform SRP on 2 artificial teeth within 30 minutes.Students′performance was scored by 3 experts using a standardized scale.The scores of two groups were analyzed using independent-samples t-test.Results There was a significant difference between the total score of traditional teaching group and that of stepwise teaching group(52.1±18.5 vs 71.7±9.3,t=-4.3,P<0.001).Analysis of subscale scores showed that step-by-step teaching improved students′performance in terms of neutral position of patient and doctor(P=0.020),choosing Gracey curette properly(P<0.001),angulation of curette during subgingival insertion(P=0.029),activation of stroke(P=0.007)and avoiding gingival injury(P=0.001).Conclusion Stepwise teaching approach produced better results than traditional method in terms of SRP training in undergraduate dental students.