Wolgin M, Grabowski S, Elhadad S, Frank W, Kielbassa A M
Centre for Operative Dentistry, Periodontology, and Endodontology, University of Dental Medicine and Oral Health, Danube Private University (DPU), Krems, Austria.
DentSim Lab NYC, New York, NY, USA.
Eur J Dent Educ. 2018 Aug;22(3):e522-e529. doi: 10.1111/eje.12337. Epub 2018 Mar 25.
This study aimed to evaluate the educational outcome of a digitally based self-assessment concept (prepCheck; DentsplySirona, Wals, Austria) for pre-clinical undergraduates in the context of a regular phantom-laboratory course.
A sample of 47 third-year dental students participated in the course. Students were randomly divided into a prepCheck-supervised (self-assessment) intervention group (IG; n = 24); conventionally supervised students constituted the control group (CG; n = 23). During the preparation of three-surface (MOD) class II amalgam cavities, each IG participant could analyse a superimposed 3D image of his/her preparation against the "master preparation" using the prepCheck software. In the CG, several course instructors performed the evaluations according to pre-defined assessment criteria. After completing the course, a mandatory (blinded) practical examination was taken by all course participants (both IG and CG students), and this assessment involved the preparation of a MOD amalgam cavity. Then, optical impressions by means of a CEREC-Omnicam were taken to digitalize all examination preparations, followed by surveying and assessing the latter using prepCheck.
The statistical analysis of the digitalized samples (Mann-Whitney U test) revealed no significant differences between the cavity dimensions achieved in the IG and CG (P = .406). Additionally, the sum score of the degree of conformity with the "master preparation" (maximum permissible 10% of plus or minus deviation) was comparable in both groups (P = .259).
The implemented interactive digitally based, self-assessment learning tool for undergraduates appears to be equivalent to the conventional form of supervision. Therefore, such digital learning tools could significantly address the ever-increasing student to faculty ratio.
本研究旨在评估在常规的模型实验室课程背景下，基于数字的自我评估概念（prepCheck；登士柏西诺德，奥地利瓦尔斯）对临床前本科学生的教育效果。
47名三年级牙科学生参与了该课程。学生被随机分为prepCheck监督（自我评估）干预组（IG；n = 24）；传统监督的学生构成对照组（CG；n = 23）。在制备三面（MOD）II类银汞合金洞型时，每个IG参与者可以使用prepCheck软件将其制备的叠加3D图像与“标准制备”进行分析对比。在CG组中，几位课程教师根据预先定义的评估标准进行评估。课程结束后，所有课程参与者（IG和CG学生）都参加了一次强制性（盲法）实践考试，该评估包括制备一个MOD银汞合金洞型。然后，通过CEREC-Omnicam进行光学印模，将所有考试制备的洞型数字化，随后使用prepCheck对其进行测量和评估。
对数字化样本的统计分析（曼-惠特尼U检验）显示，IG组和CG组制备的洞型尺寸之间无显著差异（P = 0.406）。此外，两组与“标准制备”的符合程度总分（最大允许偏差为正负10%）相当（P = 0.259）。
为本科生实施的基于数字的交互式自我评估学习工具似乎等同于传统的监督形式。因此，此类数字学习工具可以显著解决学生与教师比例不断增加的问题。
