中华医学教育杂志

中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (1): 43-46.DOI: 10.3760/cma.j.issn.1673-677X.2020.01.011

• 临床教学 • 上一篇    下一篇

分步教学方式在贴面牙体预备操作技能培训中的应用

刘晓强1, 刘明月2, 杨洋1, 樊聪1, 谭建国1   

  1. 1北京大学口腔医院修复科 国家口腔疾病临床医学研究中心 口腔数字化医疗技术和材料国家工程实验室 口腔数字医学北京市重点实验室 100081;
    2北京大学口腔医院第一门诊部特诊科 100081
  • 收稿日期:2019-04-05 出版日期:2020-01-01 发布日期:2020-12-08
  • 通讯作者: 谭建国, Email: tanwume@vip.sina.com, 电话: 010-82195384
  • 基金资助:
    中国学位与研究生教育学会资助项目(A1-YX20180304-01);北京大学口腔医学院教学改革项目(2017-PT-01)

Application of step-by-step teaching method in the dental skill training of veneer preparation

Liu Xiaoqiang1, Liu Mingyue2, Yang Yang1, Fan Cong1, Tan Jianguo1   

  1. 1Department of Prosthodontics, Peking University Hospital of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Laboratory for Digital and Material Technology of Stomatology & Beijing Key Laboratory of Digital Stomatology, Beijing 100081, China;
    2Special Clinic Department of the First Clinical Division, Peking University Hospital of Stomatology, Beijing 100081, China
  • Received:2019-04-05 Online:2020-01-01 Published:2020-12-08
  • Contact: Tan Jianguo, Email: tanwume@vip.sina.com, Tel: 0086-10-82195384
  • Supported by:
    The Program of the Association of Chinese Graduate Education (A1-YX20180304-01); The Program for Educational Reform of Peking University School and Hospital of Stomatology (2017-PT-01)

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摘要： 目的 评价分步教学方式应用于口腔医学专业贴面牙体预备操作技能培训中的效果。方法 采用实验对照方法。2018年8月从全国7省、直辖市招募40名拟学习贴面牙体预备的口腔医师(以下简称学员)作为研究对象。将40名学员随机分为试验组和对照组,每组20人。在进行贴面牙体预备操作培训时,试验组采用分步教学方式,将教学内容(即贴面牙体预备)划分为4个阶段:切端预备、唇面预备、邻面扩展和精修磨光,每个阶段由教师理论授课、教师操作演示和学员操作练习3个部分组成。对照组采用整体教学方式,将教学内容划分为3个阶段:教师理论授课、教师操作演示和学员操作练习,每个阶段依次完成。教学结束后,由两组学员和两组教师分别评估教学效果,并由第三方专家评估两组学员的牙体预备质量。结果 两组学员对分步教学方式和整体教学方式的评分分别为(4.35±0.67)分和(3.40±0.75)分;教师的评分分别为(4.67±0.58)分和(3.33±0.58)分;专家对两组学员预备体质量的评分分别为(7.93±1.03)分和(6.60±1.29)分;其差异均具有统计学意义(均P<0.05)。结论 分步教学方式可以提高贴面牙体预备操作技能培训的教学效果,师生对该教学方式的喜好度更高。

关键词: 分步教学方式, 牙体预备, 口腔技能培训, 应用

Abstract: Objective To assess the outcome of the step-by-step teaching method in dental skill training of veneer preparation. Methods Forty dentists, who want to learn the veneer preparation technique, were recruited into this study, which was a prospective, double-blind and randomized controlled trial. The participants were randomly allocated to either the experimental group (n=20) or the control group (n=20). They learned veneer preparation under different training course structures. For the experimental group, the step-by-step teaching method was used, of which the course was divided into four steps according to the procedures of veneer preparation: incisal preparation, facial preparation, interproximal expansion, and finishing and polishing. Every step consisted of the teacher's lecture, the teacher's demonstration, and the learner's practice. For the control group, the all-in-one teaching method was used, of which the course comprised three steps: the teacher's lecture, the teacher's demonstration, and the learner's practice. Every step was carried out independently in turn. Thereafter, the training outcome was evaluated by the learners and teachers. The quality of preparations was evaluated by two experts. Results For the outcomes of the step-by-step and the all-in-one teaching methods, the learners' assessments were (4.35±0.67) and (3.40±0.75), the teachers' assessments were (4.67±0.58) and (3.33±0.58), the quality of preparations assessed by the experts were (7.93±1.03) and (6.60±1.29), respectively. In terms of each evaluation index, there was a significant difference between the two groups (P<0.05). Conclusions The step-by-step teaching method can improve the outcome of dental skill training of veneer preparation. The teachers and students had a higher preference for the step-by-step teaching method.

Key words: Step-by-step teaching method, Tooth preparation, Dental skill training, Applicaton

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