| 基金项目:第三军医大学创伤烧伤与复合伤国家重点实验室开放基金（SKLKF202108）；重庆市高等教育教学改革研究项目（213482）；陆军军医大学研究生教育教学改革研究项目（2023yjsB15）；陆军军医大学教育训练改革研究课题（2020B20） |
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| 中文摘要: |
| 目的 研究数字化教学体系在口腔全科住院医师规范化培训学员（简称“住培学员”）高嵌体基牙预备教学中的应用。方法 利用3Shape Trios口腔扫描仪的组织形态记忆特点及Geomagic Control X 3D成像设计软件建立数字化模拟教学体系单元。将陆军特色医学中心口腔科18名口腔全科住培学员分为两组，对照组学员9名，采用常规PPT+示范操作教学后自主预备高嵌体树脂牙模型；试验组学员9名，学习数字化教学体系后预备高嵌体基牙。所有学员分别在3个树脂牙模型上进行基牙预备。教学结束后，比较两组高嵌体基牙预备后各位点备牙量，以及聚合度差异，并作出总结性教学评价。采用 SPSS 21.0 软件对两组高嵌体基牙预备量、聚合度及教学满意度指标进行独立样本t 检验。结果 试验组学员在进行高嵌体基牙预备时，颊侧肩台宽度差、舌侧肩台宽度差、近中肩台宽度差、远中肩台宽度差、功能尖高度差、近中窝最低处高度差、颊侧聚合度、舌侧聚合度、远中聚合度与对照组比较，t值分别为6.21，6.12，3.83，4.73，3.73，4.79，8.35，4.35，6.69，P值分别为<0.001、<0.001、<0.001、<0.001、0.001、<0.001、<0.001、<0.001、<0.001，两组比较差异有统计学意义（P<0.05）。而非功能尖高度差、远中窝最低处高度差、近中聚合度与对照组比较，t值分别为1.02，1.97，1.43，P值分别为0.312、0.054及0.158，两组比较差异无统计学意义（P>0.05）。教学满意度各指标比较，差异均有统计学意义（P<0.05）。结论 数字化教学体系的运用有利于提升住培学员的高嵌体预备水平，教学满意度高，值得在临床上推广。 |
| 英文摘要: |
| Objective To investigate the application of digital teaching system in the teaching of onlay abutment teeth preparation for trainees receiving standardized residency training of stomatology (abbreviated as "resident trainees").Methods The digital simulation teaching system unit was established by using the tissue morphology memory characteristics of 3Shape Trios oral scanner and Geomagic Control X 3D imaging design software. Eighteen resident trainees from the Daping Hospital were randomly divided into two groups, nine in the control group, preparing the onlay resin tooth model independently after taking the routine PPT + demonstration operation teaching; the other nine in the test group, preparing onlay model after learning digitization teaching system unit. All resident trainees prepared on three models respectively. After the teaching, the amounts of preparation and polymerization degree were compared between the two groups, making a summary teaching evaluation. Amounts of preparation, polymerization degree and teaching satisfaction were tested by independent-samples t-test with software SPSS 21.0.Results Compared with the resident trainees in control group, the t values of width difference of buccal shoulder, lingual shoulder, proximal middle shoulder and distal middle shoulder, height difference of functional cusp and the lowest part of the proximal middle fossa, and degree of buccal polymerization, lingual polymerization and distal polymerization were 6.21, 6.12, 3.83, 4.73, 3.73, 4.79, 8.35, 4.35, and 6.69 respectively, while P values were respectively as <0.001, <0.001, <0.001, <0.001, 0.001, <0.001, <0.001, <0.001, and <0.001, with statistical difference (P<0.05). The t values of height difference of non-functional cusp, the lowest part of the distal middle fossa and degree of proximal polymerization were 1.02, 1.97, and 1.43, while P values were respectively 0.312, 0.054, and 0.158, with no statistical difference (P>0.05). All indicators of teaching satisfaction were statistically significant (P<0.05).Conclusions The application of digital teaching system is conducive to improving the onlay abutment teeth preparation level of residents with high teaching satisfaction, which is worth promoting in clinical practice. |
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