Department of Prosthodontics, University of Erlangen-Nuremberg, Erlangen, Germany.
Eur J Dent Educ. 2011 Nov;15(4):250-4. doi: 10.1111/j.1600-0579.2010.00672.x. Epub 2010 Dec 29.
Preparation of teeth is a basic technique for dental treatment and plays an essential role in pre-clinical education. The purpose of this study was to evaluate whether undergraduate students' evaluations of prepared teeth were consistent with faculty assessments and correlated with students' performance in test preparations.
Thirty four of 52 dental students having attended a pre-clinical course on basic prosthodontic topics including tooth preparation volunteered to participate in this study. The students were given 10 casts each containing one tooth with an intentionally applied preparation fault of a certain type prepared by an experienced clinician. The students were asked to mark on a list the fault type found in every tooth. The association of students' ratings with their performance during the course was analysed by means of a contingency table, and a generalised linear model was used to compare students' and faculty ratings (α = 0.05).
No significant difference between students' and faculty ratings could be found by analysis of deviance (P = 0.953). Significant deviations of fault detection probabilities from their group mean were found for six of ten fault types. No significant association between students' performance in test preparations and students ratings could be found (P = 0.564).
It was possible to achieve a level of calibration within the group of students, which was comparable to that in the group of faculty members.
Calibration of both students and examiners remains to be an issue with the teaching concepts applied in this study.
牙齿预备是牙科治疗的一项基本技术，在临床前教育中起着至关重要的作用。本研究旨在评估本科生对预备牙的评价是否与教师评估一致，并与学生在备考中的表现相关。
52 名参加基础修复学专题临床前课程的牙科学生中有 34 名自愿参加本研究。学生们每人获得 10 个牙列模型，每个模型中都有一颗牙齿，这颗牙齿上有一个由经验丰富的临床医生故意制作的特定类型的预备缺陷。学生们被要求在一张清单上标记出他们在每颗牙齿上发现的缺陷类型。通过列联表分析学生的评分与其在课程中的表现之间的关联，并使用广义线性模型比较学生和教师的评分（α=0.05）。
通过偏差分析，无法发现学生和教师评分之间存在显著差异（P=0.953）。在十种缺陷类型中，有六种的缺陷检测概率与组平均值有显著偏差。学生在备考中的表现与学生评分之间没有发现显著关联（P=0.564）。
在学生群体中可以实现校准水平，与教师群体相当。
对于本研究中应用的教学概念，学生和考官的校准仍然是一个问题。
