目的 设计口腔综合检查和诊疗计划表并应用于医学生口腔全科专业实习过程中,评价其对早期建立和培养学生口腔全科思维的教学效果。方法 选择2023年8月至2024年6月在北京大学口腔医院综合二科进行住院医师规范化培训的8名口腔全科住院医师和2019级五年制和八年制口腔医学专业的88名本科实习生为研究对象(为便于表述统称为实习生),在其口腔全科临床实习1周后开始使用口腔综合检查和诊疗计划表,使用2个月后通过问卷调查评价该表对实习生口腔全科思维培养的效果。结果 使用口腔综合检查和诊疗计划表后,96名(100.0%)实习生在口腔检查的全面性、有序性方面取得了进步,95名(99.0%)实习生在口腔综合治疗的有序性、全面性和个性化方面取得了进步。96名(100.0%)实习生表示口腔综合检查和诊疗计划表对临床实习有帮助,95名(99.0%)实习生表示此表有使用的必要。结论 在口腔全科轮转期间使用口腔综合检查和诊疗计划表,可以提高实习生对口腔综合检查和系统诊疗设计的重视程度,初步建立并培养实习生规范的口腔全科思维,为后续的临床培训和实习奠定基础和提供帮助。

Objective To design and apply a comprehensive oral examination and treatment planning form during the clinical internship of dental students in the general dentistry specialty, evaluating its teaching effectiveness in fostering the early development of students' holistic dental thinking. Methods The study included 8 general dentistry residents undergoing standardized training at the Second Comprehensive Department of Peking University School of Stomatology and 88 undergraduate interns (5-year and 8-year program dental students from the class of 2019, collectively referred to as interns for convenience). The comprehensive oral examination and treatment planning form was introduced after one week's their general dentistry clinical rotation. After two months of use, a questionnaire survey was conducted to assess the form's impact on cultivating holistic dental thinking among the interns. Results After using the form, 96 interns (100.0%) showed improvement in the comprehensiveness and systematicity of oral examinations, while 95 interns (99.0%) demonstrated progress in the systematicity, comprehensiveness, and personalization of comprehensive oral treatment. All 96 interns (100.0%) reported that the form aided their clinical training, and 95 (99.0%) acknowledged its necessity. Conclusions The application of the comprehensive oral examination and treatment planning form during general dentistry rotations enhances interns' emphasis on systematic oral examinations and treatment design, preliminarily establishing and nurturing standardized holistic dental thinking. This lays a foundation and provides support for subsequent clinical training and practice.