College of Dentistry, University of Florida, 1395 Center Drive, Room D9-34, PO Box 100415, Gainesville, FL 32610-0415;
J Dent Educ. 2014 Apr;78(4):622-9.
This study compared the effectiveness of different methods of instruction for the oral and pharyngeal cancer examination. A group of thirty sophomore students at the University of Florida College of Dentistry were randomly assigned to three training groups: video instruction, a faculty-led hands-on instruction, or both video and hands-on instruction. The training intervention involved attending two sessions spaced two weeks apart. The first session used a pretest to assess students' baseline didactic knowledge and clinical examination technique. The second session utilized two posttests to assess the comparative effectiveness of the training methods on didactic knowledge and clinical technique. The key findings were that students performed the clinical examination significantly better with the combination of video and faculty-led hands-on instruction (p<0.01). All students improved their clinical exam skills, knowledge, and confidence in performing the oral and pharyngeal cancer examination independent of which training group they were assigned. Utilizing both video and interactive practice promoted greater performance of the clinical technique on the oral and pharyngeal cancer examination.
本研究比较了不同口腔和咽癌检查教学方法的效果。佛罗里达大学牙科学院的 30 名大二学生被随机分配到三个培训组：视频教学、教师主导的实践教学，或视频和实践教学相结合。培训干预包括间隔两周参加两次课程。第一次课程使用前测评估学生的基础理论知识和临床检查技术。第二次课程使用两个后测评估培训方法对理论知识和临床技术的比较效果。主要发现是，学生在视频和教师主导的实践教学相结合的情况下，临床检查表现明显更好（p<0.01）。所有学生都提高了他们的临床检查技能、知识和进行口腔和咽癌检查的信心，而不受他们被分配到哪个培训组的影响。同时使用视频和互动实践促进了口腔和咽癌检查中临床技术的更好表现。
