口腔疾病防治 ›› 2020, Vol. 28 ›› Issue (8): 530-534.DOI: 10.12016/j.issn.2096-1456.2020.08.010

• 口腔医学教育 • 上一篇    下一篇

数字化技术在口腔种植专业研究生临床前教学中的应用

刘菁晶1,雒琪玥1,王婧1,陈蕾2,满毅1,屈依丽1()   

  1. 1.口腔疾病研究国家重点实验室 国家口腔疾病临床医学研究中心 四川大学华西口腔医院,四川 成都(610041)
    2.南方医科大学口腔医院综合急诊科,广东 广州(510280)
  • 收稿日期:2020-02-11 修回日期:2020-04-15 出版日期:2020-08-20 发布日期:2020-07-15
  • 通讯作者: 屈依丽
  • 作者简介:刘菁晶,硕士研究生在读, Email: 1587217078Z@qq.com
  • 基金资助:
    国家自然科学基金项目(81870801);全国医学专业学位研究生教育指导委员会学位与研究生教育研究课题(B2-YX20180603-04)

The application of digital technology in preclinical education for graduate students majoring in oral implantation

LIU Jingjing1,LUO Qiyue1,WANG Jing1,CHEN Lei2,MAN Yi1,QU Yili1()   

  1. 1. State Key Laboratory of Oral Diseases & National Clinical Research Center for Oral Diseases & West China Hospital of Stomatology, Sichuan University, Chengdu 610041, China
    2. Department of General Consulting & Emergency, Stomatological Hospital, Southern Medical University, Guangzhou 510280, China
  • Received:2020-02-11 Revised:2020-04-15 Online:2020-08-20 Published:2020-07-15
  • Contact: Yili QU

摘要:

目的 探讨数字化技术在口腔种植专业教学中的应用。方法 按照以病例、问题和小组为基础的教学方式,对总人数为20名学生的教学班进行种植理论基础教学后进入实践操作课程阶段,操作课程中将这同一个班级的20名学生分为两组进行操作,每组10人,两组学生均要完成自由手种植和数字化导板种植这两个课程。将数字化技术教学引入临床前教学,通过数字化技术让学生全程设计导板并进行模拟手术操作。两次操作课程后,组织学生分析两次操作体验、种植精准度、操作用时等方面内容,比较学生自由手及导板引导下的操作,让学生自行分析错误提出改进方法;并让学生对两次课程进行综合评分。结果 通过两次课程,学生完成自由手及导板引导下的种植操作,并在教师帮助下发现问题、提出解决方案,理论与实践结合加深了学生对于教学内容的理解。最终进行课程综合评价,评价显示学生对数字化导板课程的满意度高于自由手操作课程(P < 0.05)。结论 增加数字化种植技术课程可提高学生对课程的综合评价,改善教学效果,更易为学生接受,收获更多的专业技能。

关键词: 口腔种植学, 研究生教育, 数字化教学, 精准种植, 导板, 虚拟仿真教学, 以问题为中心

Abstract:

Objective To discuss the application of digital technology in the education of implant dentistry. Methods According to the teaching method that combines case-, problem- and team-based learning, a course on implant theory was carried out in a class of 20 students. Then, all the students in this class were divided into two groups to receive two clinical operation training courses. The first was the training of a free-hand implant, and the second was an implant operation under a digital template. The courses introduced digital technology into preclinical education and simulated implant training. After the two courses, students were organized to analyze the accuracy of the implant, the operation time and the experiences of these two courses. Through the comparison of students′ operations of free-hand and template implants, students could analyze their own faults and propose a method of improvement. The students scored the two classes. Results Through the two classes, all the students completed the implant operation under the guidance of a template and free-hand method and found their own problems and solutions. The combination of theory and practice deepened the students′ understanding of the teaching content. Finally, the classes were graded comprehensively by students, showing that the students′ satisfaction with the digital template class was higher than that with the free-hand class (P < 0.05). Conclusion The addition of a digital implant technology class significantly improved students′ comprehensive assessment, improved the teaching effect and was more acceptable to students in terms of gaining additional professional skills.

Key words: oral implantology, postgraduate education, digital education, implant precision, digital template, vrtual simulation teaching, problem-based

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