目的 研究改良Peyton教学方法在口腔修复科住院医师规范化培训(以下简称住培)中的应用效果。方法 采用试验对照方法。选取2019级、2020级在徐州医科大学附属口腔医院综合科住培的住院医师为研究对象,将2020级20名住院医师设为试验组,采用改良Peyton教学方法,将2019级20名住院医师设为对照组,采用传统教学方法。既定教学结束后一个月内分别对两组住院医师进行基本理论和临床技能考核以及问卷调查,以评价两组教学效果。计量资料组间比较采用t检验,计数资料组间比较采用χ²检验。结果 考核成绩比较,试验组住院医师的基础理论成绩(41.45±0.94)分、技能操作成绩(41.75±1.12)分和总分(83.10±1.65)分均高于对照组住院医师的(39.90±1.39)分、(38.45±2.14)分和(78.25±2.24)分,其差异均具有统计学意义(均P<0.05)。问卷调查结果显示,试验组住院医师的提高操作能力(2.80±0.52)分和学习兴趣和主动性(3.00±0.65)分均高于对照组住院医师的(2.26±0.55)分和(2.35±0.89)分,其差异均具有统计学意义(均P<0.05)。结论 改良Peyton教学方法有助于巩固住院医师理论知识和增强住院医师临床操作能力,提高口腔修复住院医师住培效果。

Objective To explore the effect of modified Peyton's approach in the standardized training of prosthodontics residents. Methods The residents of grade 2019 and grade 2020 trained in the general dentistry of Stomatology Affiliated Hospital of Xuzhou Medical University were selected as the research objects, and the experimental control method was adopted. Twenty residents of 2020 were set as the experimental group, and the improved Peyton teaching method was adopted; twenty residents of the same department of 2019 were set as the control group, and the traditional teaching method was adopted. In order to evaluate the teaching effect of the two groups, the basic theory and clinical skills were assessed and the questionnaire survey was conducted within one month after the teaching was completed. The t test was used for comparison between measurement data, and the χ² test was used for comparison between counting data. Results Comparison of assessment results, The basic theoretical scores (41.45±0.94), skill operation scores (41.75±1.12) and total scores (83.10±1.65) in the experimental group were higher than those in the control group [(39.90±1.39), (38.45±2.14), (78.25±2.24)]. There were statistical differences (all P<0.05). The results of questionnaire survey showed that the scores of operation ability (2.80±0.52) and learning interest and initiative (3.00±0.65) scores in experimental group were higher than those in control group [(2.26±0.55) , (2.35±0.89) ].There were statistical differences (all P<0.05). Conclusions The improved Peyton's teaching method is helpful to consolidate the theoretical knowledge and enhance the clinical operation ability, and improve the training effect of prosthodontics residents.