Imbery Terence A, Greene Kelsey E, Carrico Caroline K
Terence A. Imbery is Associate Professor of General Dentistry, School of Dentistry, Virginia Commonwealth University; Kelsey E. Greene is a Resident, General Practice Residency, Veterans Affairs Hospital, Washington, DC; and Caroline K. Carrico is Assistant Professor, Department of Periodontics, School of Dentistry, Virginia Commonwealth University.
J Dent Educ. 2019 Apr;83(4):474-482. doi: 10.21815/JDE.019.048. Epub 2019 Feb 11.
The Isovac system was introduced into the Virginia Commonwealth University dental curriculum with the intention that it would be used as a substitute when the dental dam could not be placed. The aim of this study was to determine the usage and factors that influenced dental students' decisions to use the dental dam or Isovac. All third-and fourth-year dental students (n=210) were asked in 2017 to complete a 26-item survey. The survey asked about students' operative procedures completed using the dental dam and Isovac, their own and their patients' preferences, basic dental dam knowledge, full-time and adjunct faculty recommendations of method, importance of factors influencing their decisions, and anticipated dental dam use after graduation. Comments were also allowed. A total of 164 students responded to the survey, for a 78% response rate. Of the respondents, 58% said they used the Isovac only when they could not use the dental dam. Among the eight general practice groups in which students are educated in delivery of comprehensive dental care, preference was significantly different for placement of Class II restorations. Overall, the students' dental dam knowledge was low, and the knowledge results were not associated with its use. According to the students, recommendations by full-time and adjunct faculty members were significantly different. Factors ranked by importance from greatest to least for determining which isolation method to use were as follows: moisture control, procedure, patient comfort, application time, ease of placement, and attending faculty. Student comments overwhelmingly favored dental dam usage if a dental assistant was available. This study found that dental dam and Isovac use was not standardized among the general practice groups and faculty. Student education, faculty calibration, and increased use of trained dental assistants are required to ensure education is consistent among all general practice groups.
伊索瓦克系统被引入弗吉尼亚联邦大学牙科学院课程，目的是在无法放置牙垫时用作替代品。本研究的目的是确定影响牙科学生使用牙垫或伊索瓦克系统的使用情况和因素。2017年，所有三年级和四年级牙科学生（n = 210）被要求完成一项包含26个项目的调查。该调查询问了学生使用牙垫和伊索瓦克系统完成的操作程序、他们自己和患者的偏好、基本牙垫知识、全职和兼职教师对方法的推荐、影响他们决策的因素的重要性以及毕业后预期的牙垫使用情况。也允许发表评论。共有164名学生回复了调查，回复率为78%。在受访者中，58%表示他们仅在无法使用牙垫时才使用伊索瓦克系统。在学生接受综合牙科护理培训的八个全科实践组中，对于二类修复体的放置，偏好存在显著差异。总体而言，学生的牙垫知识水平较低，且知识结果与牙垫的使用无关。根据学生的说法，全职和兼职教师的推荐存在显著差异。对于确定使用哪种隔离方法，按重要性从高到低排序的因素如下：湿度控制、操作程序、患者舒适度、应用时间、放置难易程度和授课教师。学生评论绝大多数赞成在有牙科助手的情况下使用牙垫。本研究发现，在全科实践组和教师中，牙垫和伊索瓦克系统的使用并不规范。需要进行学生教育、教师校准，并增加训练有素的牙科助手的使用，以确保所有全科实践组的教育一致。
