Nkenke Emeka, Vairaktaris Elefterios, Schaller Hans-Günter, Perisanidis Christos, Eitner Stephan
Department of Oral and Maxillofacial Surgery, Medical University of Vienna, Vienna, Austria.
Department of Oral and Maxillofacial Surgery, University of Athens Medical School, Attikon Hospital, Athens, Greece.
J Craniomaxillofac Surg. 2017 May;45(5):614-619. doi: 10.1016/j.jcms.2017.01.026. Epub 2017 Feb 9.
Acceptance of new technology is influenced by a number of situational and social factors. So far, only limited data are available on the influence of the teaching staff's gender on the acceptance of virtual dental implant planning by students. This study aimed at assessing the influence of the teaching staff's gender on the acceptance of a virtual implant planning course by male and female undergraduate dental students and their general attitude toward implantology. Two groups of third-year dental students (group 1, 9 males, 22 females; group 2, 12 males, 20 females) attended a virtual dental implant planning course. For the first group the teaching staff was all-male, while the teaching staff was all-female for the second group. After completion of the course the students filled in a technology acceptance questionnaire. An all-female teaching staff led to a degree of technology acceptance that did not differ significantly for male and female students. When the teaching staff was all-male, significant differences for technology acceptance occurred between male and female students. However, male as well as female students attributed the practice of implantology to both genders of dentists, equally, without statistically significant difference independent of the gender of the teaching staff. The more evenly distributed degree of technology acceptance of students of both genders being taught by a female staff is a favorable effect which may be explained by the more egalitarian style of women. Therefore, while feminization in dentistry proceeds, adequate measures should be taken to increase the number of female teachers.
新技术的接受受到多种情境和社会因素的影响。到目前为止，关于教师性别对学生接受虚拟牙种植计划的影响，仅有有限的数据。本研究旨在评估教师性别对本科牙科男女学生接受虚拟种植计划课程的影响以及他们对种植学的总体态度。两组三年级牙科学生（第一组，9名男性，22名女性；第二组，12名男性，20名女性）参加了虚拟牙种植计划课程。第一组的教师全是男性，而第二组的教师全是女性。课程结束后，学生们填写了一份技术接受问卷。全女性教师导致男女生在技术接受程度上没有显著差异。当教师全是男性时，男女生在技术接受方面出现了显著差异。然而，无论教师性别如何，男女生都同样将种植学实践归因于男女牙医，不存在统计学上的显著差异。由女性教师授课时，男女学生技术接受程度分布更为均匀，这是一个有利影响，可能是因为女性的风格更加平等。因此，随着牙科领域女性化进程的推进，应采取适当措施增加女教师的数量。
