da Silveira Cintia Rejane, Miamoto Dias Paulo Eduardo, Oenning Anne Caroline, de Brito Junior Rui Barbosa, Turssi Cecilia Pedroso, Oliveira Luciana Butini
Division of Oral Radiology, Faculdade São Leopoldo Mandic, Campinas, Brazil.
Division of Anatomy, Faculdade São Leopoldo Mandic, Campinas, Brazil.
Eur J Dent Educ. 2022 Feb;26(1):131-137. doi: 10.1111/eje.12680. Epub 2021 Mar 30.
The use of teaching resources and digital objects has gradually been incorporated into dental schools. This study aimed to evaluate the digital anatomy table in teaching-learning process of the temporomandibular joint (TMJ) anatomy and the student's perception regarding this resource.
A cross-sectional study was conducted on 41 undergraduate dental students. Knowledge assessment tests were applied at different time intervals: before and after the TMJ theoretical class, after the practical class on prosected specimens and after the use of digital anatomy table. The medians of the scores obtained in the three groups (theoretical class, practical class and digital table) were descriptively analysed and submitted to Wilcoxon, Kruskal-Wallis and Student-Newman-Keuls statistical tests. The perception survey was conducted at the end of the study.
When the teaching strategies were compared amongst each other, the medians of the scores with the digital anatomy table were significantly higher than after the theoretical and practical classes. At the end of the research, there were no differences amongst the three groups (theoretical class, practical class and digital table). Regarding the perception, the majority of the students reported that the digital anatomy table helped them to understand the content of the theoretical class.
It was concluded that learning with the use of the digital anatomy table did not increase the knowledge of dental students with respect to the TMJ anatomy. The students' perceptions of the digital anatomy table were positive and that it could be used as an additional resource in the teaching-learning process.
教学资源和数字教具的使用已逐渐融入牙科学院。本研究旨在评估数字解剖台在颞下颌关节（TMJ）解剖学教学过程中的作用以及学生对该资源的看法。
对41名牙科本科学生进行了一项横断面研究。在不同时间间隔进行知识评估测试：TMJ理论课之前和之后、经防腐处理标本的实践课之后以及使用数字解剖台之后。对三组（理论课、实践课和数字解剖台）获得的分数中位数进行描述性分析，并进行Wilcoxon、Kruskal-Wallis和Student-Newman-Keuls统计检验。在研究结束时进行了看法调查。
当对教学策略进行相互比较时，使用数字解剖台时的分数中位数显著高于理论课和实践课之后。在研究结束时，三组（理论课、实践课和数字解剖台）之间没有差异。关于看法，大多数学生报告说数字解剖台帮助他们理解了理论课的内容。
得出的结论是，使用数字解剖台学习并没有增加牙科学生关于TMJ解剖学的知识。学生对数字解剖台的看法是积极的，并且它可以在教学过程中用作辅助资源。
