McKinstry R E, Minsley G E, Wood M T
Eye and Ear Hospital, Regional Center for Maxillofacial Prosthetic Rehabilitation, Pittsburgh, Pa.
J Prosthet Dent. 1989 Nov;62(5):563-6. doi: 10.1016/0022-3913(89)90080-2.
To determine whether clinical experience influenced dental students' ability to correctly design removable partial denture frameworks, four combinations of six casts depicting various partially edentulous situations were used in the study. The authors independently rated the casts as to the degree of difficulty on a three-point scale. Only those casts for which there were 100% agreement were used. All of the casts that were used had a moderate degree of difficulty rating (level 2). The dental student sample consisted of 34 second-year students who had just completed 98 hours of instruction in removable partial dentures. Each student was given six casts on which to design removable partial denture frameworks. The students were evaluated before clinical experience in removable prosthodontics and after 1 year of removable prosthodontic experience. The results indicated that the dental students made significantly fewer errors in framework design after clinical experience. Errors on two of 13 framework design items were increased postclinically. The increase in errors on these two items may have been the result of a lack of attention to detail or a lack of reinforcement in learning certain basic concepts.
为了确定临床经验是否会影响牙科学生正确设计可摘局部义齿支架的能力，该研究使用了六种描绘不同牙列缺损情况的模型的四种组合。作者独立地根据难度程度将模型分为三个等级。仅使用那些评级完全一致的模型。所有使用的模型难度等级均为中等（2级）。牙科学生样本包括34名刚完成98小时可摘局部义齿课程学习的二年级学生。每位学生被给予六个模型用于设计可摘局部义齿支架。在学生获得可摘修复临床经验之前和有1年可摘修复临床经验之后对他们进行评估。结果表明，牙科学生在有临床经验后，支架设计中的错误显著减少。在13项支架设计项目中有两项在临床经验后错误增加。这两项错误的增加可能是由于对细节关注不足或在学习某些基本概念时缺乏强化训练所致。
