香蕉-下颌模型在牙周翻瓣术实验教学中的效果评价  

Effect Evaluation on a Banana-Jaw Model in Periodontal Flap Surgery Experimental Teaching

作　　者：傅心宇 邢家玮 姜鸿 张宝平[1,3] 郭曼丽 FU Xinyu;XING Jiawei;JIANG Hong;ZHANG Baoping;GUO Manli(School of Stomatology,Lanzhou University,Lanzhou Gansu 730000,China;Key Lab of Oral Diseases of Gansu Province,Northwest Minzu University,Lanzhou Gansu 730030,China;Gansu Provincial Clinical Research Center for Oral Disease,Lanzhou University,Lanzhou Gansu 730000,China;School of Stomatology,Northwest Minzu University,Lanzhou Gansu 730030,China)

机构地区：[1]兰州大学口腔医学院,甘肃兰州730000 [2]西北民族大学甘肃省口腔疾病研究重点实验室,甘肃兰州730030 [3]甘肃省口腔疾病临床医学研究中心,甘肃兰州730000 [4]西北民族大学口腔医学院,甘肃兰州730030

出　　处：《中国继续医学教育》2024年第13期154-159,共6页China Continuing Medical Education

基　　金：中央高校基本科研业务费项目(31920220015);西北民族大学教育教学改革研究项目(2021XJYBJG-103)。

摘　　要：目的评价香蕉-下颌模型用于牙周翻瓣术实验教学中的效果。方法于2022年4月—5月招募西北民族大学66名四年级本科生,采用随机数表法将其分为单纯使用香蕉模型(B)、单纯使用传统下颌模型(T)和使用香蕉-下颌联合模型(B-T)3组,每组22名。B组使用香蕉模型作为牙周翻瓣术训练模型;T组使用传统下颌模型作为牙周翻瓣术训练模型;B-T组先使用香蕉模型训练,后使用下颌模型训练。训练时间为2 h。3组均进行牙周翻瓣术临床前模拟训练。每组按顺序进行理论知识教学、第一次理论测试、牙周翻瓣术操作练习、第二次理论测试、操作考核和满意度调查。比较3组实验训练前后的理论测试评分、操作考核评分和满意度。结果3组实验组训练前理论测试成绩比较,差异无统计学意义(P>0.05);B-T组的训练后理论测试成绩[(77.27±15.73)分]高于训练前理论测试[(58.52±17.84)分],差异有统计学意义(P<0.05);B组训练后理论测试成绩[(63.64±16.77)分]亦高于训练前测试考试[(53.41±13.46)分],差异有统计学意义(P<0.05),而T组2次训练前后理论成绩比较[(50.57±20.59)分vs.(53.41±10.34)分],差异无统计学意义(P>0.05)。操作考核从高到低排名依次是B-T组、T组和B组[(79.66±3.56)分、(76.20±6.31)分、(73.18±3.81)分],差异有统计学意义(P<0.05)。满意度调查显示B-T组更利于理论知识的巩固和临床技能的提高,差异有统计学意义(P<0.05),B组及T组在课堂丰富度、引入必要性、增加操作信心、巩固理论知识、提高临床技能和操作主观感受比较,差异均无统计学意义(P>0.05)。结论运用香蕉-下颌模型进行牙周翻瓣术教学,能够提高口腔医学生理论知识和操作技能,为牙周翻瓣术实验教学提供一种可选策略。Objective To assess the efficacy of Banana-Jaw model in experimental teaching of periodontal flap surgery.Methods A total of 66 fourth year undergraduate students from Northwest University for Nationalities from April to May 2022 were recruited.They were divided into 3 groups using a random number table method:using only the banana model(B),using only the traditional mandibular model(T),and using the banana mandibular joint model(B-T),with 22 students in each group.Group B used the banana model as the training model for periodontal flap surgery;group T used a traditional mandibular model as the training model for periodontal flap surgery.The B-T group first trained with a banana model,and then trained with a mandibular model.The training time was 2 hours.All 3 groups underwent pre-clinical simulation training for periodontal flap surgery.Each group received theoretical knowledge teaching,the first theoretical test,periodontal flap operation practice,the second theoretical test,operation assessment,and satisfaction survey in order.The theoretical test scores,operational assessment scores,and satisfaction before and after experimental teaching in three groups were compared.Results There was no statistically significant difference in the first theoretical test scores among the 3 experimental groups(P>0.05).The second theoretical test score of the B-T group[(77.27±15.73)points]was significantly higher than the first theoretical test score[(58.52±17.84)points],and the difference was statistically significant(P<0.05).The second theoretical test score of Group B[(63.64±16.77)points]was also higher than the first test score[(53.41±13.46)points],with a statistically significant difference(P<0.05),while the theoretical test score of Group T[(50.57±20.59)points vs.(53.41±10.34)points]before and after the second training showed no statistically significant difference(P>0.05).The ranking of operational assessment from high to low was B-T group,T group,and B group[(79.66±3.56)points,(76.20±6.31)points,(73.18±3.81)poin

关 键 词：口腔医学教育 牙周翻瓣术 临床前训练 牙周病 本科教学 实验教学 

分 类 号：G642[文化科学—高等教育学]