Department of Prosthodontics, Peking University School and Hospital of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Laboratory for Digital and Material Technology of Stomatology & Beijing Key Laboratory of Digital Stomatology, Beijing, China.
Nissin Dental Products Co., Kunshan, Jiangsu Province, China.
J Prosthodont. 2020 Dec;29(9):766-771. doi: 10.1111/jopr.13222. Epub 2020 Jul 10.
Standardized crown preparation is an important competency for prosthodontic faculty especially when they take on the dual role of clinician and clinical teacher. Effects of faculty training for enhancing crown preparation competency are seldom reported. This study aimed to analyze the impact of a standardized training workshop with digital evaluation on the dental faculty's performance in crown preparation.
The digitally evaluated grades of anterior (the maxillary right central incisor) and posterior (the mandibular left first molar) tooth preparations made by 76 participants who accomplished all six training tasks were collected, including off-site and on-site exercises before the didactic lecture and live demonstration, three rounds of practices with digital feedback, and a final test. Grades of preparations performed in the on-site exercise were adopted as pre-training scores, and those in the final test as post-training scores. Total scores and marks deducted for the parameters including amount of reduction, margin line, and taper were compared among each training task.
The post-training scores of both anterior and posterior tooth preparations increased significantly more than the pre-training scores. The average increased score proportion was 22.95% ± 4.17% for anterior tooth preparations, and 21.78% ± 3.68% for posterior tooth preparations. For anterior tooth preparations, total scores and the parameters except taper significantly improved in the first practice and maintained the same level for the next sessions. Total scores and all parameters for posterior tooth preparations exhibited continual improvement during the training process.
Standardized training can further improve dental faculty's crown preparation performance in a moderate way. Individual design for crown preparation training can be considered based on different tooth positions. Providing such training will aid the calibration of clinical teaching behavior and the elevation of clinical operative standards for prosthodontic faculty.
标准化牙冠预备对于修复学教师来说是一项重要的技能，尤其是当他们同时承担临床医生和临床教师的双重角色时。然而，关于增强牙冠预备能力的师资培训效果的报道却很少。本研究旨在分析标准化培训与数字化评估相结合对口腔教师牙冠预备能力的影响。
共收集了 76 名参与者完成全部六项培训任务后进行的前牙（上颌右侧中切牙）和后牙（下颌左侧第一磨牙）牙体预备的数字化评估等级，这些培训任务包括现场和现场练习、三轮带有数字化反馈的练习以及最后的测试。现场练习中的预备等级被采用作为培训前的分数，最后的测试中的预备等级被采用作为培训后的分数。比较了每个培训任务中预备体的各项参数（预备量、边缘线和锥度）的总得分和扣分。
前牙和后牙的预备后得分均明显高于预备前得分。前牙预备的平均提高分数比例为 22.95%±4.17%，后牙预备的平均提高分数比例为 21.78%±3.68%。在前牙预备中，除锥度外，各项参数在第一次练习中总得分和其他参数均有显著提高，在后续练习中保持相同水平。后牙预备的总得分和所有参数在培训过程中均持续提高。
标准化培训可以适度提高口腔教师的牙冠预备能力。可以根据不同牙位为牙冠预备培训设计个性化方案。提供这种培训将有助于校准临床教学行为，并提高修复学教师的临床操作标准。
