目的 探讨数字化动态咬合模型在口腔生理学下颌运动教学中的应用效果。方法 2021年11月至2022年12月,选择在北京大学口腔医院实习的北京大学医学部2018级和2019级八年制口腔医学专业83名学生为研究对象,采用信封法将其分为试验组和对照组。试验组43名学生采用数字化动态咬合模型进行教学,对照组40名学生采用传统教学方式,通过随堂考核和视觉模拟评分(visual analogue scale,VAS)对教学效果进行评价。采用独立样本t检验或卡方检验比较两组教学效果间的差异。结果 试验组学生随堂考核评分为(6.79±0.51)分,对照组学生为(5.00±1.20)分,其差异具有统计学意义(t=8.73,P<0.001)。VAS结果显示,试验组学生对教学内容掌握程度评分为(8.26±1.33)分、教学互动效果评分为(9.44±0.96)分和教学满意度的评分为(9.70±0.51)分,高于对照组学生的(6.73±1.66)分、(7.20±1.49)分和(8.50±1.63)分,差异均具有统计学意义(均P<0.001)。结论 数字化动态咬合模型有助于学生更好掌握口腔生理学下颌运动相关理论和实践,且得到学生的普遍认可。
Objective To explore the effectiveness of digital dynamic occlusion models in teaching mandibular movements in oral physiology. Methods From November 2021 to December 2022, 83 undergraduate students majoring in oral medicine from the 2018 and 2019 eight year programs of Peking University School of Medicine who interned at Peking University Stomatological Hospital were selected as the research subjects. They were randomly divided into an experimental group and a control group using envelope method. 43 students in the experimental group were taught using a digital dynamic occlusion model, while 40 students in the control group were taught using traditional methods. The teaching effectiveness was evaluated through in class assessment and visual analog scale (VAS). T-test or χ2 test was used to compare the differences of teaching effectiveness between the two groups. Results The examination scores of experimental group (6.79±0.51) was higher than control group (5.00±1.20), and there was statistical difference (t=8.73, P<0.001). The VAS scores of the experimental group of teaching content mastery was (8.26±1.33), interactive effect was (9.44±0.96), and teaching satisfaction was (9.70±0.51), were higher than the control group(6.73±1.66),(7.20±1.49) and (8.50±1.63),and there were statistical differences( all P<0.001). Conclusions The digital dynamic occlusal model helps students better grasp the theories and practices related to oral physiology and mandibular movement, and is widely recognized by students.
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