Chinese Journal of Medical Education

Chinese Journal of Medical Education ›› 2021, Vol. 41 ›› Issue (9): 822-825.DOI: 10.3760/cma.j.cn115259-20210204-00167

Previous Articles     Next Articles

The application of the Feynman Technique for practical teaching of prosthodontics

Wang Xiaofei1, Chen Qing1, Sun Yanyan1, Tong Weifeng2, Niu Wenzhi3   

  1. 1Department of Prosthodontics, the Affiliated Stomatological Hospital of Xuzhou Medical University, Xuzhou 221000, China;
    2Teaching Office, School of Stomatology, Xuzhou Medical University, Xuzhou 221000, China;
    3Department of Implant, the Affiliated Stomatological Hospital of Xuzhou Medical University, Xuzhou 221000, China
  • Received:2021-02-04 Online:2021-09-01 Published:2021-08-31
  • Contact: Niu Wenzhi, Email: niuwenzhi@126.com, Tel: 0086-516-85866052
  • Supported by:
    Xuzhou Medical University Education Reform Research Project(Xjyylzx202005)

PDF (PC)

755

Abstract: Objective To evaluate the teaching effects of Feynman Technique for skill training of prosthodontics. Methods In May 2020, 45 students were selected from Xuzhou Medical University's 2017 undergraduates majoring in stomatology as the research objects, their scores of dental preparation and questionnaire results were analyzed and compared. Totally 45 senior students were randomly divided into three groups with 15 in each. Students of group A underwent the Feynman Technique, they were taught by tutors for teeth preparation firstly and then they taught the students in groups B and C. After the teaching work was over, the students in group A prepared teeth again, which was recorded as group A+. The results of the students' tooth preparation were evaluated by the digital system (DHC 220). The system evaluated the preparation results from the four groups as A, B, C, and A+ respectively. The questionnaire was distributed to students in 3 groups of A, B and C after completing the teaching experiment. The results of the questionnaire were tested by Kruskal-Wallis H to compare whether the results of 5 items between different groups were the same. The tooth preparation scores were analyzed by The Variance analysis and then compared between groups by LSD method. Results The scores of dental preparation in groups of A, B, C, and A+ was (74.6±4.7), (73.7±6.4), (74.1±6.4)and(84.4±5.3). Analysis of variance on the scores of tooth preparation showed that the scores of each group were not the same(F=6.088, P＜0.05). A+ group is significantly different from the other groups after the test of LSD (all P＜0.05). There was no significant difference in the results among the three groups A, B, and C (all P＞0.05). The Kruskal-Wallis H test results of the questionnaire showed that there were differences in the results of the two items between the groups which was item 2 “Whether the new learning method is helpful to improve the level of relevant theoretical knowledge”(χ2=15.724, P＜0.05) and item 4 “Does the new learning method improve your non-professional capacity?”(χ2=11.161, P＜0.05). Conclusions Feynman Technique has showed good teaching effects in the skill training of prosthodontics.

Key words: Feynman Technique, Prosthodontics, Practical teaching, Teaching effect

CLC Number: