分步骤教学法提高了牙科技能培训中的学习者的成绩。

Step-by-step teaching method improves the learner achievement in dental skill training.

机构信息

Department of Prosthodontics, National Clinical Research Center for Oral Diseases, National Engineering Laboratory for Digital and Material Technology of Stomatology, Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China.

First Clinical Division, National Clinical Research Center for Oral Diseases, National Engineering Laboratory for Digital and Material Technology of Stomatology, Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China.

出版信息

Eur J Dent Educ. 2019 Aug;23(3):344-348. doi: 10.1111/eje.12435. Epub 2019 Apr 13.

DOI:10.1111/eje.12435

PMID:30891903

Abstract

INTRODUCTION

This study aimed to assess and compare the outcomes of all-in-one and step-by-step teaching methods in dental skill training.

METHODS

Forty first-year dental residents were recruited into this study, which was a prospective, double-blind and randomised controlled trial. The learners were randomly allocated to either the all-in-one group (control group, n = 20) or the step-by-step group (experimental group, n = 20). They performed crown preparation on a plastic tooth under different training course structures. For the all-in-one group, the course comprised three parts: the teacher's lecture and demonstration and the learner's practice. Every part was carried out independently in turn. For the step-by-step group, the course was divided into six parts according to the procedures of crown preparation: incisal preparation, facial preparation, interproximal preparation, lingual preparation, marginal preparation, and finishing and polishing. Every part, consisting of the teacher's lecture and demonstration and the learner's practice, was carried out step-by-step. Thereafter, the training outcome was evaluated by the learners, two experts and a digital system.

RESULTS

For the outcomes of the all-in-one group and the step-by-step group, the learners' assessments were 6.15 ± 1.98 and 8.10 ± 1.41, the experts' assessments were 7.00 ± 1.75 and 8.40 ± 1.10, and the digital assessments were 6.43 ± 1.20 and 7.62 ± 0.51, respectively. In terms of each evaluation index, there was significant difference between the two groups (P < 0.05). Higher quality of crown preparation was attained in the step-by-step group.

CONCLUSION

The step-by-step teaching method can improve the learner's achievement in dental skill training.

摘要

简介

本研究旨在评估和比较一体式和分步式教学方法在牙科技能培训中的效果。

方法

本研究纳入了 40 名一年级牙科住院医师，采用前瞻性、双盲、随机对照试验。学习者被随机分配到一体式组（对照组，n=20）或分步式组（实验组，n=20）。他们在不同的培训课程结构下对塑料牙进行牙冠预备。对于一体式组，课程包括三个部分：教师的讲座和演示以及学习者的练习。每个部分都是独立进行的。对于分步式组，课程根据牙冠预备的步骤分为六个部分：切端预备、唇面预备、邻面预备、舌面预备、边缘预备和修整抛光。每个部分都包括教师的讲座和演示以及学习者的练习，都是一步一步进行的。然后，学习者、两位专家和数字系统对培训结果进行评估。

结果

一体式组和分步式组的学习者评估结果分别为 6.15±1.98 和 8.10±1.41，专家评估结果分别为 7.00±1.75 和 8.40±1.10，数字评估结果分别为 6.43±1.20 和 7.62±0.51。在每个评估指标方面，两组之间均存在显著差异（P<0.05）。分步式组的牙冠预备质量更高。