Advanced Education Program in Implant Dentistry, Loma Linda University School of Dentistry, Loma Linda, CA.
Division of General Dentistry, Loma Linda University School of Dentistry, Loma Linda, CA.
J Prosthodont. 2021 Mar;30(3):202-209. doi: 10.1111/jopr.13295. Epub 2021 Jan 6.
To report the outcomes of presenting a 3-week intensive course in tooth morphology to first year dental students using "at-home" waxing projects and webinars.
Students were provided with the instrumentation and materials required to complete 5 waxing projects at home during the 3-week course. In the same time period, the didactic content was presented via 11 webinar sessions. A postcourse survey provided student perspectives regarding this new experience.
Students were able to effectively complete high-quality waxing projects at home by using step-by-step images and videos but the survey indicated an overwhelming preference for in-person faculty feedback. Webinars based on the students having studied the 3D Tooth Atlas and an instructor reviewing content in the Atlas was effective in teaching the didactic aspect of tooth morphology as evidenced by the student grades and survey results. However, most of the students indicated a preference for physically going to class and being able to interact with faculty and classmates as opposed to online webinars. The condensed 3-week version of the course was part of an expanded 4-week student orientation and worked well, allowing other clinical precursor courses to occur before their usual time in the curriculum, thereby allowing students to begin earlier patient treatment.
The at-home waxing exercises produced very good results by having the students use step-by-step images and videos in the 3D Tooth Atlas. However, the students indicated a strong preference for personal faculty feedback that was not available at home. Students effectively learned the didactic aspects of tooth morphology through the webinars with accompanying use of the 3D Tooth Atlas but again most students prefer physically going to class and being able to interact with faculty and classmates. These preferences for contact with classmates and faculty supports the natural human desire for personal interactions with other human beings.
报告向一年级牙科学生展示为期 3 周的牙齿形态强化课程的结果，该课程使用“在家”蜡模制作项目和网络研讨会。
学生在 3 周的课程中获得了在家完成 5 个蜡模制作项目所需的仪器和材料。在同一时期，通过 11 次网络研讨会介绍了理论内容。课后调查提供了学生对这一新体验的看法。
学生能够通过使用逐步的图像和视频在家中有效地完成高质量的蜡模制作项目，但调查表明，他们非常希望得到教师面对面的反馈。基于学生已经学习了 3D 牙齿图谱并且教师在图谱中复习内容的网络研讨会在教授牙齿形态学的理论方面是有效的，这一点从学生的成绩和调查结果中可以得到证明。然而，大多数学生表示更喜欢亲自上课，能够与教师和同学互动，而不是参加在线网络研讨会。该课程的 3 周浓缩版本是为期 4 周的学生迎新扩展课程的一部分，效果很好，允许其他临床前导课程在课程通常时间之前进行，从而使学生能够更早开始治疗患者。
通过在 3D 牙齿图谱中使用逐步的图像和视频，学生的在家蜡模制作练习取得了非常好的效果。然而，学生们表示强烈希望得到教师面对面的反馈，而这在家里是无法获得的。学生们通过网络研讨会有效地学习了牙齿形态学的理论方面，同时还使用了 3D 牙齿图谱，但大多数学生仍然更喜欢亲自上课，能够与教师和同学互动。这些与同学和教师互动的偏好支持了人类与他人进行个人互动的自然愿望。
