中华医学教育杂志

中华医学教育杂志 ›› 2026, Vol. 46 ›› Issue (9): 690-696.DOI: 10.3760/cma.j.cn115259-20250730-00858

• 教育技术 • 上一篇    下一篇

数字化头影测量与传统手工测量联合教学方法在口腔正畸学实验教学中的应用

洪晓梅1, 赖颖真2   

  1. 1厦门医学院公共卫生与医学技术学院卫生统计学与流行病学教研室,厦门 361023;
    2厦门医学院口腔医学院口腔正畸学教研室 口腔生物材料福建省高校工程研究中心,厦门 361023
  • 收稿日期:2025-07-30 发布日期:2026-08-31
  • 通讯作者: 赖颖真, Email: dentistyz@126.com
  • 基金资助:
    厦门医学院教育教学改革研究项目(AIKC2025003,XBYX2025004,XBYX2023001);福建省中青年教师教育科研项目(社科类)一般项目(JAS24154)

Application of a combined teaching method using digital cephalometry and traditional manual measurements in orthodontic laboratory teaching

Hong Xiaomei1, Lai Yingzhen2   

  1. 1Department of Health Statistics and Epidemiology, School of Public Health and Medical Technology of Xiamen Medical College, Xiamen 361023, China;
    2Department of Orthodontics, School of Stomatology of Xiamen Medical College & Engineering Research Center of Fujian University for Stomatological Biomaterials, Xiamen 361023, China
  • Received:2025-07-30 Published:2026-08-31
  • Contact: Lai Yingzhen, Email: dentistyz@126.com

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摘要： 目的 探讨数字化头影测量与传统手工测量联合教学方法在口腔正畸学实验教学中的应用效果。方法 采用以年级分组的非随机对照试验设计。2022—2024年选择厦门医学院2018~2020级五年制口腔医学专业199名四年级本科生为研究对象。2018级65名学生采用传统手工测量方法、2019级65名学生采用数字化头影测量方法、2020级69名学生采用数字化头影测量与传统手工测量联合教学方法。授课完成后,比较3组学生的理论和实践测验成绩,以问卷调查方式收集学生的教学效果评价。采用单因素方差分析、LSD事后检验(经FDR校正)和χ2检验分析数据。结果 学生理论测验成绩排序为联合教学组[(82.93±2.80)分]>传统手工测量组[(80.23±4.38)分]>数字化测量组[(77.35±5.31)分],实践考核成绩排序为联合教学组[(88.59±5.37)分]>数字化测量组[(86.42±6.02)分]>传统手工测量组[(83.77±6.25)分],其差异均具有统计学意义(均P＜0.05)。问卷调查结果显示,在知识掌握、能力应用、学习态度和学习成效4个教学效果评价维度,联合教学组学生的大部分具体条目评分均高于其余两组学生,经FDR校正后组间差异均具有统计学意义(均q<0.05)。有185名(93.0%)学生愿意选择数字化头影测量与传统手工头影测量相结合的教学方法。结论 数字化与传统手工测量相结合的教学方法有助于提升学生的理论知识和实践操作能力,且学生认可度高。建议在口腔正畸头影测量实验教学中采用联合教学方法。

关键词: 口腔正畸学, 数字化测量, 头影测量, 联合教学, 课程改革

Abstract: Objective To explore the application effect of a combined teaching method of digital cephalometric analysis and traditional manual measurement in orthodontics laboratory teaching. Methods A non-randomized controlled trial design with grade-based grouping was adopted. From 2022 to 2024, 199 fourth-year undergraduate students majoring in oral medicine (five-year program) from Xiamen Medical College (classes of 2018-2020) were enrolled as research subjects. The 2018 cohort (65 students) received traditional manual measurement instruction, the 2019 cohort (65 students) received digital cephalometric measurement instruction, and the 2020 cohort (69 students) received combined teaching incorporating both digital cephalometric analysis and traditional manual measurement. After course completion, theoretical and practical examination scores of the three groups were compared, and student evaluations of teaching effectiveness were collected via questionnaire. One-way analysis of variance (ANOVA), LSD post-hoc test (with FDR correction), and chi-square test were used for data analysis. Results The ranking of students′ theoretical examination scores was combined teaching group [(82.93±2.80) points] > traditional manual measurement group [(80.23±4.38) points] > digital measurement group [(77.35±5.31) points]. The ranking of practical examination scores was combined teaching group [(88.59±5.37) points] > digital measurement group [(86.42±6.02) points] > traditional manual measurement group [(83.77±6.25) points], all P<0.05. Questionnaire results showed that in the four dimensions of teaching effectiveness evaluation—knowledge acquisition, skill application, learning attitude, and learning outcomes—most specific items in the combined teaching group scored higher than the other two groups, with statistically significant inter-group differences after FDR correction (all q<0.05). A total of 185 students (93.0%) were willing to choose the combined approach of digital cephalometric analysis and traditional manual measurement. Conclusions The combined approach helps enhance students′ theoretical knowledge and practical operational skills and is highly accepted by students. It is recommended to adopt the combined teaching approach in orthodontics cephalometric laboratory instruction.

Key words: Orthodontics, Digital measurement, Cephalometric measurements, Combined teaching, Curriculum reform

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