数字化虚拟仿真培训系统用于髓腔冠部预备临床前教学的效果评价

Effect of digital virtual simulation system for preclinical teaching of access and coronal cavity preparation

目的探讨数字化虚拟仿真培训系统应用于口腔专业本科生临床前根管治疗髓腔冠部预备教学中的质量可靠性和实际效果。方法在北京大学口腔医学院口腔医学专业本科生的髓腔冠部预备前期教学中,联合应用Simodont数字化虚拟仿真牙医培训系统(以下简称:Simodont系统)和仿头模系统。教学步骤如下:①按照随机数字法将20名学生随机分为两组,分别为虚拟仿真优先组和仿头模优先组,每组10人;②培训前评分,指导学生根据髓腔冠部预备临床技能考核表,使用标准仿真塑料牙完成培训前基线考核并评分;③培训后评分,虚拟仿真优先组学生使用Simodont系统培训,仿头模优先组学生使用仿头模系统实体培训,两组均在标准仿真塑料牙完成考核并评分;④两组学生互换培训系统,同样方法再次考核并评分;⑤学生填写教学调查问卷;⑥收集数据,统计分析。结果虚拟仿真优先组学生经过两种系统培训后,考核评分[(16.00±1.49)分]显著高于培训前评分[(13.30±1.41)分](P<0.05);仿头模优先组学生经过两种系统培训后,考核评分[(15.60±1.26)分]也显著高于培训前评分[(13.00±1.89)分](P<0.05)。虚拟仿真优先组学生经过两种系统培训后,考核评分显著高于仿头模优先组学生仅使用仿头模系统培训的考核评分[(14.30±1.77)分](P<0.05);仿头模优先组学生经过两种系统培训后,考核评分也显著高于虚拟仿真优先组学生仅使用Simodont系统培训的考核评分[(14.10±1.45)分](P<0.05)。虚拟仿真优先组在使用Simodont系统后再使用仿头模系统培训的考核评分显著高于单纯使用数字化虚拟仿真系统的评分(P<0.05)。问卷结果表明,80%(16/20)的学生同意Simodont系统可提供重复性、多维、多次的练习机会,并更多关注细节;90%(18/20)的学生同意Simodont系统需要作出较大的改进与升级。结论相较单纯使用传统仿头模培训系统,数字化虚拟仿真培训系统与仿头模培训系统联合应用可有效提高髓腔冠部预备的教学效果,且教学效果受联合应用先后顺序的影响。

Objective To investigate the effectiveness of a digital virtual simulation training system applied in the preclinical teaching of access and coronal cavity preparation.Methods Twenty dental undergraduate students from Peking University School and Hospital of Stomatology were recruited and divided randomly and equally into two groups according to the random number method after being unified with theory training,including access and coronal cavity preparation skills assessment form and Simodont system operation manual.Tests for access and coronal cavity preparation skills by using standard simulation plastic teeth were performed and the scores were recorded as baseline for each student.Students in group of virtual simulation priority were trained using Simodont virtual simulation system,while those in group of phantom-simulator priority were trained using conventional phantom-simulator system.Access and coronal cavity preparation skills of standard simulation plastic teeth were assessed once again and recorded as the second scores for the two groups.Furthermore,the two groups of students exchanged training systems and were assessed and graded once more as the third scores.Finally,all students were asked to fill up a Teaching Questionnaire after the training.The data were then collected and analyzed.Results For the group of virtual simulation priority,after the training by using Simodont virtual simulation system and conventional phantom-simulator system,the mean score of access and coronal cavity preparation(16.00±1.49)was significantly higher than the baseline score(13.30±1.41)(P<0.05).For the group of phantom-simulator priority,after the training by using conventional phantom-simulator system and Simodont virtual simulation system,the mean score of access and coronal cavity preparation(15.60±1.26)was also significantly higher than the baseline score(13.00±1.89)(P<0.05).Furthermore,in the group of virtual simulation priority,of which the students were trained by using Simodont virtual simulation system first and then conventional phantom-simulator system,the score of access and coronal cavity preparation was significantly higher than the score of training by using conventional phantom-simulator system only(14.30±1.77)(P<0.05).In the group of phantom-simulator priority,of which the students were trained by using conventional phantom-simulator system first and then Simodont virtual simulation system,the score of access and coronal cavity preparation was significantly higher than the score of training by using Simodont virtual simulation system only(14.10±1.45)(P<0.05).Moreover,in the group of virtual simulation priority,the score of training by using conventional phantom-simulator system after using Simodont virtual simulation system was significantly higher than that of training by using Simodont virtual simulation system only(P<0.05).The results of the questionnaire showed that the students fully agreed that"the Simodont virtual simulation system has the characteristics of repeatability,multi-dimension and multiple practice,and provides me with more attention to details"[80%(16/20)],however"it needs to be improved and upgraded to be close to the conventiaonl phantom-simulator system"[90%(18/20)].Conclusions Compared with using the conventional phantom-simulator system only,the preclinical teaching effectiveness of access and coronal cavity preparation could be effectively improved by using Simodont virtual simulation system combined with the phantom-simulator training system and might influenced by the training sequence.