Khalaf Mai E, Alkhubaizi Qoot, Alomari Qasem D
Department of General Dental Practice, Faculty of Dentistry Kuwait University, Safat, Kuwait.
Department of General Dental Practice, Faculty of Dentistry Kuwait University, P.O. Box 24923, Safat, 13110, Kuwait, e-mail:
J Contemp Dent Pract. 2018 May 1;19(5):554-559.
Preclinical dental training is essential for the development of psychomotor skills necessary for clinical practice. The study aimed to investigate the impact of teaching with a layered base plate blocks on cavity preparations and students' self-perceived confidence, readiness, and ability.
A cross-sectional study recruited 52 dental students into two groups; one trained (test) with layered base plate and the other without (control). Students answered an eight-question survey to assess self-perceived confidence, readiness, and ability for performing cavity preparation at the start of their first preclinical operative dentistry course. Students prepared one molar tooth for a class I cavity and two for class II cavities. Preparations were assessed for different elements of depth and outline extension by two blinded examiners.
Statistically significant differences were found between the median scores with respect to the preparation of class II cavities among students exposed to layered base plate (Mann-Whitney U-test, p < 0.05). There were no significant differences between the median scores awarded with respect to the preparation of class I cavity. A statistically significant difference was reported in self-perceived confidence among students who trained with the layered base plate (x, p < 0.05).
Training on the layered base plate blocks increased students' initial confidence level in performing cavity preparations, and improved the preparation skills in class II cavity.
This study explores the methods of enhancing motor skills taught in preclinical operative dentistry courses, especially in short academic programs.
临床前牙科培训对于培养临床实践所需的心理运动技能至关重要。本研究旨在调查使用分层基板块进行教学对窝洞预备以及学生自我感知的信心、准备情况和能力的影响。
一项横断面研究将52名牙科学生招募到两组中；一组使用分层基板进行培训（测试组），另一组不使用（对照组）。学生在其首个临床前牙体牙髓病学课程开始时回答了一份包含八个问题的调查问卷，以评估他们对进行窝洞预备的自我感知信心、准备情况和能力。学生为一颗磨牙制备I类洞，为两颗磨牙制备II类洞。由两名不知情的考官对预备情况的深度和外形扩展等不同要素进行评估。
在接触分层基板的学生中，II类洞预备的中位数得分之间存在统计学上的显著差异（曼-惠特尼U检验，p < 0.05）。I类洞预备的中位数得分之间没有显著差异。据报告，使用分层基板进行培训的学生在自我感知信心方面存在统计学上的显著差异（x，p < 0.05）。
使用分层基板块进行培训提高了学生进行窝洞预备的初始信心水平，并提高了II类洞的预备技能。
本研究探索了增强临床前牙体牙髓病学课程中所教授运动技能的方法，尤其是在短期学术项目中。
