口腔虚拟患者结合基于案例学习教学方法在口腔修复学实习中的应用

Application of oral virtual patient combined with case-based learning in clinical practice teaching of prosthodontics

目的评价口腔虚拟患者结合基于案例学习(case-based learning,CBL)教学方法在口腔修复学临床实习中的应用效果。方法选取5例口腔修复学专业常见疾病的典型病例,通过口内扫描、面部扫描获取患者三维数据,建立口腔虚拟患者。2022年9月至2023年4月,通过整群抽样选取在北京大学口腔医学院进行口腔修复学实习的2018级八年制和五年制口腔医学专业79名学生为研究对象,按照实习编号将其分为试验组和对照组,试验组39名学生,对照组40名学生。两组学生均采用CBL教学方法,试验组学生采用虚拟患者的三维图像进行案例学习,对照组学生采用相同病例的口内及面部照片进行案例学习。通过临床考核和问卷调查评价两组学生的教学效果。采用Mann-Whitney U检验进行数据分析。结果试验组学生临床考核总分高于对照组[30.5(3.5)分比27.3(3.0)分],其差异具有统计学意义(P<0.001);试验组和对照组学生各回收有效问卷36份,在“激发学习兴趣和积极性”[100.0%(36/36)比77.8%(28/36)]、“提高主动性和自主思考能力”[100.0%(36/36)比97.2%(35/36)]、“提高临床思维能力”[97.2%(35/36)比91.7%(33/36)]等方面,试验组学生认同的比例均高于对照组学生,其差异均具有统计学意义(均P<0.05)。结论口腔虚拟患者结合CBL教学方法应用于口腔修复学临床实习教学,有助于提高学生的临床考核成绩,提高学生的临床思维能力和教学满意度。

Objective To evaluate the effects of applying oral virtual patient combined with case-based learning(CBL)in clinical practice teaching of prosthodontics.Methods Five typical cases with common diseases in prosthodontics were selected.The three-dimensional(3D)data were obtained by intraoral scanning and facial scanning,and registered to build 5 virtual patients.Cluster sampling was used.From September 2022 to April 2023,a total of 79 students in eight-year or five-year programs who were taking the clinical practice of prosthodontics in Peking University School and Hospital of Stomatology enrolled in the study,and were divided into two groups according to the practice number,including 39 students in study group and 40 students in control group.Combined with the CBL in the two groups,the study group used 3D images of virtual patients for case learning;while for the control group,intraoral and facial photographs of the same cases were used.Clinical examination and questionnaires were performed to compare the learning effects between the two groups.Non-parametric Mann-Whitney U test was used to analyze the data.Results The total score of clinical examination in study group was higher than that in control group[30.5(3.5)vs.27.3(3.0)],P<0.001.There were 36 valid questionnaires collected from both the study group and the control group,respectively.The questionnaires showed higher scores in study group than those in control group in terms of“stimulating learning interest and enthusiasm”[100.0%(36/36)vs.77.8%(28/36)],“improving initiative and ability of independent thinking”[100.0%(36/36)vs.97.2%(35/36)],“solving problems and clinical thinking”[97.2%(35/36)vs.91.7%(33/36)],all P<0.05.Conclusions The application of virtual patient combined with CBL in clinical practice teaching of prosthodontics can improve the students'score of clinical examination,improve clinical thinking ability and satisfaction.