Nilsson Tore A, Hedman Leif R, Ahlqvist Jan B
From the Oral and Maxillofacial Radiology, Department of Odontology, Umeå University, Umeå, Sweden.
Simul Healthc. 2007 Fall;2(3):164-9. doi: 10.1097/SIH.0b013e31811ec254.
A radiology simulator has been developed. We tested the simulator with students in an oral radiology program for training interpretation of spatial relations in radiographs utilizing parallax. The aim of the study was to compare learning outcome regarding interpretative skill after training in the simulator vs. after conventional training.
Fifty-seven dental students voluntarily participated in a randomized experimental study. The participants' proficiency in interpretation of spatial information in radiographs and their visual-spatial ability was assessed. Proficiency was assessed by a test instrument designed by the authors and visual-spatial ability with the Mental Rotations Test, version A (MRT-A). Randomization to training group was based on pre-training proficiency test results. The experimental group trained in the simulator and the control group received conventional training. Training lasted for 90 minutes for both groups. Immediately after training a second proficiency test was performed.
The proficiency test results were significantly higher after training for the experimental group (P < or = 0.01), but not for the control group. Univariate variance analysis of difference in proficiency test score revealed a significant interaction effect (P = 0.03) between training group and MRT-A category; in the experimental group there was a stronger training effect among students with low level of MRT-A.
Training in the simulator improved skill in interpreting spatial information in radiographs when evaluated immediately after training. For individuals with low visual-spatial ability simulator based training seems to be more beneficial than conventional training.
已开发出一种放射学模拟器。我们在口腔放射学课程中让学生使用该模拟器进行测试，以训练利用视差解读X光片中的空间关系。本研究的目的是比较在模拟器中训练后与传统训练后在解释技能方面的学习成果。
57名牙科学生自愿参与一项随机实验研究。评估了参与者解读X光片中空间信息的能力及其视觉空间能力。通过作者设计的测试工具评估能力，并用A版心理旋转测试（MRT-A）评估视觉空间能力。根据训练前的能力测试结果将其随机分为训练组。实验组在模拟器中训练，对照组接受传统训练。两组训练均持续90分钟。训练结束后立即进行第二次能力测试。
实验组训练后的能力测试结果显著更高（P≤0.01），而对照组则不然。对能力测试分数差异进行单因素方差分析显示，训练组与MRT-A类别之间存在显著的交互作用（P = 0.03）；在实验组中，MRT-A水平较低的学生训练效果更强。
在训练后立即评估时，在模拟器中训练可提高解读X光片中空间信息的技能。对于视觉空间能力较低的个体，基于模拟器的训练似乎比传统训练更有益。
