Gratton David G, Kwon So Ran, Blanchette Derek, Aquilino Steven A
Dr. Gratton is Associate Professor and Director, Division of Maxillofacial Prosthodontics, Hospital Dentistry Institute, University of Iowa Hospitals and Clinics; Dr. Kwon is Associate Professor and Program Director, Center for Dental Research, Loma Linda University School of Dentistry; Dr. Blanchette is Biostatistician, Division of Biostatistics and Research Design, University of Iowa College of Dentistry and Dental Clinics; and Dr. Aquilino is Professor Emeritus, Department of Prosthodontics, University of Iowa College of Dentistry and Dental Clinics.
J Dent Educ. 2016 Jan;80(1):91-9.
The aim of this study was to evaluate the effect of digital tooth preparation imaging and evaluation technology on dental students' technical abilities, self-evaluation skills, and the assessment of their simulated clinical work. A total of 80 second-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=20). 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. Three outcomes were measured: faculty technical score, self-evaluation score, and E4D Compare scores at 0.30 mm tolerance. Correlations were determined between the groups' scores from visual assessment and self-evaluation and between the visual assessment and digital scores. 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). These results suggest that the use of digital tooth preparation evaluation technology did not impact the students' prosthodontic technical and self-evaluation skills. Visual scores given by faculty and digital assessment scores correlated moderately in only two instances.
本研究的目的是评估数字化牙齿预备成像与评估技术对牙科学生技术能力、自我评估技能以及对其模拟临床工作评估的影响。美国一所牙科学院的80名二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 = 20）。对照组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。测量了三个结果：教师技术评分、自我评估评分以及在0.30毫米公差下的E4D Compare评分。确定了视觉评估与自我评估的组间评分之间以及视觉评估与数字评分之间的相关性。结果显示，各组之间的视觉评估和自我评估评分没有差异（p>0.05）。总体而言，视觉评估与数字评估评分之间的相关性虽不高但具有统计学意义（显著性水平为5%）。这些结果表明，使用数字化牙齿预备评估技术并未影响学生的口腔修复技术和自我评估技能。教师给出的视觉评分与数字评估评分仅在两种情况下存在适度相关性。
