Kwon So Ran, Hernández Marcela, Blanchette Derek R, Lam Matthew T, Gratton David G, Aquilino Steven A
Dr. Kwon is Associate Professor, Department of Operative Dentistry, University of Iowa College of Dentistry & Dental Clinics; Dr. Hernández is Clinical Associate Professor, Department of Family Dentistry, University of Iowa College of Dentistry & Dental Clinics; Mr. Blanchette is Biostatistician, Division of Biostatistics and Research Design, University of Iowa College of Dentistry & Dental Clinics; Mr. Lam is a fourth-year dental student, University of Iowa College of Dentistry & Dental Clinics; Dr. Gratton is Associate Professor and Director, Division of Maxillofacial Prosthodontics, Hospital Dentistry Institute, University of Iowa Hospitals & Clinics; and Dr. Aquilino is Professor Emeritus, Department of Prosthodontics, University of Iowa College of Dentistry & Dental Clinics.
J Dent Educ. 2015 Sep;79(9):1093-100.
The aim of this study was to evaluate the impact of computer-assisted learning on first-year dental students' waxing abilities and self-evaluation skills. Additionally, this study sought to determine how well digital evaluation software performed compared to faculty grading with respect to students' technical scores on a practical competency examination. First-year students at one U.S. dental school were assigned to one of three groups: control (n=40), E4D Compare (n=20), and Sirona prepCheck (n=19). Students in the control group were taught by traditional teaching methodologies, and the technology-assisted groups received both traditional training and supplementary feedback from the corresponding digital system. Five outcomes were measured: visual assessment score, self-evaluation score, and digital assessment scores at 0.25 mm, 0.30 mm, and 0.35 mm tolerance. The scores from visual assessment and self-evaluation were examined for differences among groups using the Kruskal-Wallis test. Correlation between the visual assessment and digital scores was measured using Pearson and Spearman rank correlation coefficients. At completion of the course, students were asked to complete a survey on the use of these digital technologies. All 79 students in the first-year class participated in the study, for a 100% response rate. The results showed that the visual assessment and self-evaluation scores did not differ among groups (p>0.05). Overall correlations between visual and digital assessment scores were modest though statistically significant (5% level of significance). Analysis of survey responses completed by students in the technology groups showed that profiles for the two groups were similar and not favorable towards digital technology. The study concluded that technology-assisted training did not affect these students' waxing performance or self-evaluation skills and that visual scores given by faculty and digital assessment scores correlated moderately.
本研究的目的是评估计算机辅助学习对一年级牙科学生蜡型制作能力和自我评估技能的影响。此外，本研究还试图确定在实践能力考试中，与教师评分相比，数字评估软件在学生技术得分方面的表现如何。美国一所牙科学院的一年级学生被分为三组之一：对照组（n = 40）、E4D Compare组（n = 20）和西诺德prepCheck组（n = 19）。对照组的学生采用传统教学方法授课，技术辅助组则接受传统培训以及来自相应数字系统的补充反馈。测量了五个结果：视觉评估得分、自我评估得分以及在公差为0.25毫米、0.30毫米和0.35毫米时的数字评估得分。使用Kruskal-Wallis检验检查视觉评估和自我评估得分在组间的差异。使用Pearson和Spearman等级相关系数测量视觉评估与数字得分之间的相关性。课程结束时，要求学生完成一项关于这些数字技术使用情况的调查。一年级班级的所有79名学生都参与了该研究，回复率为100%。结果显示，视觉评估和自我评估得分在组间没有差异（p>0.05）。视觉评估与数字评估得分之间的总体相关性虽然具有统计学意义（显著性水平为5%），但程度适中。对技术组学生完成的调查回复进行的分析表明，两组的情况相似，且对数字技术评价不高。该研究得出结论，技术辅助培训并未影响这些学生的蜡型制作表现或自我评估技能，并且教师给出的视觉得分与数字评估得分具有适度的相关性。
