数字化反馈对全冠预备训练效果的影响  

The impact of digital feedback on the effectiveness of dental crown preparation training

作　　者：金建秋[1] 范莹莹 陆支越[1] 曹烨 Jin Jianqiu;Fan Yingying;Lu Zhiyue;Cao Ye(Department of Stomatology,Beijing Hospital,National Center of Gerontology,Institute of Geriatric Medicine,Chinese Academy of Medical Sciences,Beijing100730,China;Department of Prosthodontics,Center for Oral and Jaw Functional Diagnosis,Peking University School and Hospital of Stomatology&National Clinical Research Center for Oral Diseases&National Engineering Laboratory for Digital and Material Technology of Stomatology&Beijing Key Laboratory of Digital Stomatology,Beijing100081,China)

机构地区：[1]北京医院口腔科/国家老年医学中心/中国医学科学院老年医学研究院,北京100730 [2]北京大学口腔医学院/口腔医院修复科,口颌功能诊疗研究中心国家口腔疾病临床医学研究中心,口腔数字化医疗技术和材料国家工程实验室,口腔数字医学北京市重点实验室,北京100081

出　　处：《中华医学教育探索杂志》2024年第11期1457-1461,共5页Chinese Journal of Medical Education Research

基　　金：中央高水平医院临床科研业务费(BJ-2022-177);北京卫健委住院医师规范化培训质量提高项目(住培2023039);北京大学口腔医院教改基金(2017-ZD-07)。

摘　　要：目的建立结合数字化评估工具反馈的标准化训练模式,评估该模式能否对牙体预备操作进行有效训练。方法选取2018年2月至6月的学员培训数据,共53名来自国内多个院校的受训学员。学员在标准训练单元中培训右侧上颌中切牙(11#)金属烤瓷冠的预备。在一天内完成3次练习—评估—反馈后进入考试。使用数字评估系统获得预备体总分和分项目分作为观察指标,将3次练习及考试分数纳入结果进行方差分析。结果培训前、第1次培训、第2次培训、第3次培训及考试的总分均数分别为(60.53±12.73)、(60.12±12.98)、(71.25±13.70)、(70.70±11.84)、(69.67±12.85),整体差异有统计学意义(F=19.06,P<0.001)。与培训前及第1次培训比较,第2、第3次培训及考试时总分明显增加,差异有统计学意义(P<0.001,P<0.001)。切削量扣分和肩台扣分趋势相近,整体差异有统计学意义(切削量扣分:F=16.20,P<0.001;肩台扣分:F=1.45,P=0.032)。与培训前及第1次培训比较,第2、第3次培训及考试时切削量扣分和肩台扣分减少,差异有统计学意义(P<0.001,P=0.048)。结论依托数字化评估系统建立的反馈式标准化训练流程,可以通过即时有效的反馈及有针对性的改进迅速提高医生的牙体预备操作水平,可以实现自主独立练习模式、优化教学效果。ObjectiveTo develop a standardized training model incorporating feedback from a digital assessment tool and to evaluate whether the model provides effective training in tooth preparation.MethodsThe study was based on the training data of 53 trainees enrolled between February and June 2018 from multiple institutions in China.The trainees were trained in a standardized training unit on the preparation of right maxillary mesial incisors(11#)for metal ceramic crowns.Three sessions of practice-assessment-feedback before examination were performed in one day.A digital assessment system was used to obtain total and component scores for the preparation as indicators of observation.The scores of three practice sessions and examination were subjected to analysis of variance.ResultsThe mean total scores before training,after the first training session,after the second training session,after the third training session,and in the examination were(60.53±12.73),(60.12±12.98),(71.25±13.70),(70.70±11.84),and(69.67±12.85),respectively;the overall difference was statistically significant(F=19.06,P<0.001).Compared to the total scores before training and after the first training session,the total scores after the second and third training sessions and in the examination were significantly increased(P<0.001,P<0.001).The score deductions for cutting amount and shoulder were similar,with overall significant differences(score deductions for cutting amount,F=16.20,P<0.001;score deductions for shoulder,F=1.45,P=0.032).Compared to before training and after the first training session,the second and third training sessions and the examination showed significant decreases in score deductions for cutting amount and shoulder(P<0.001,P=0.048).ConclusionsThe feedback-based standardized training process established on a digital evaluation system can rapidly enhance the skills of dentists in tooth preparation through immediate and effective feedback and targeted improvements.The training process enables an independent practice mode and optimize

关 键 词：牙体预备 数字化评估 反馈教学 口腔修复 

分 类 号：R-05[医药卫生]