Department of Restorative Dentistry and Biomaterials, The University of Texas Dental Branch at Houston, USA.
J Dent. 2010;38 Suppl 2:e34-40. doi: 10.1016/j.jdent.2010.06.015. Epub 2010 Jul 3.
The goal of the study was to determine the current status of the teaching of color in dental education at both the predoctoral (Pre-D) and postdoctoral (Post-D) levels.
A cross-sectional web-based survey, containing 27 multiple choice, multiple best and single best answers was created. Upon receiving the administrative approval, dental faculty involved in the teaching of color to Pre-D or Post-D dental students from around the world (N=205), were administered a survey. Statistical analysis of differences between Pre-D and Post-D was performed using Chi-square test (α=0.05).
A total of 130 responses were received (response rate 63.4%); there were 70 responses from North America, 40 from Europe, 10 from South America, nine from Asia and one from Africa. A course on "color" or "color in dentistry" was included in the dental curriculum of 80% of Pre-D programs and 82% of Post-D programs. The number of hours dedicated to color-related topics was 4.0±2.4 for Pre-D and 5.5±2.9 for Post-D, respectively (p<0.01). Topics associated with tooth color, shade matching method, tooth whitening, and teaching of appearance parameters other than color, were frequently taught.
Significant differences were recorded between the number of hours dedicated to teaching of color at predoctoral and postdoctoral level. The same is true for the prosthodontics and restorative courses, teaching on negative after images; color rendering index, Bleachedguide 3D-Master shade guide, digital camera and lens selection, composite resins, and maxillofacial prosthetic materials. Except for the restorative courses and composite resins, significantly higher results were recorded for Post-D programs. Vitapan Classical and 3D-Master were the most frequently taught shade guides.
本研究旨在确定目前在牙科学位前（Pre-D）和学位后（Post-D）阶段的教学中教授颜色的现状。
创建了一个基于网络的横断面调查，其中包含 27 个多项选择、多个最佳和单个最佳答案。在获得行政批准后，向来自世界各地的教授 Pre-D 或 Post-D 牙科学生颜色的牙科教师（N=205）进行了调查。使用卡方检验（α=0.05）对 Pre-D 和 Post-D 之间的差异进行了统计分析。
共收到 130 份回复（回复率为 63.4%）；北美有 70 份回复，欧洲有 40 份，南美有 10 份，亚洲有 9 份，非洲有 1 份。80%的 Pre-D 课程和 82%的 Post-D 课程都包含“颜色”或“牙科中的颜色”课程。与颜色相关的主题的教学时间分别为 Pre-D 4.0±2.4 小时，Post-D 5.5±2.9 小时（p<0.01）。经常教授与牙齿颜色、比色匹配方法、牙齿美白以及除颜色以外的外观参数的教学相关的主题。
在牙科学位前和学位后阶段，用于教授颜色的时间数量存在显著差异。在修复学和修复课程中，教授负后像、显色指数、Bleachedguide 3D-Master 比色指南、数码相机和镜头选择、复合树脂以及颌面修复材料也是如此。除了修复课程和复合树脂外，Post-D 课程的成绩明显更高。Vitapan Classical 和 3D-Master 是最常教授的比色指南。
