Postgraduate Program in Dentistry, Department of Restorative Dentistry, School of Dentistry, Federal University of Pelotas, Pelotas, Brazil.
Department of Morphology, Institute of Biology, Federal University of Pelotas, Pelotas, Brazil.
Anat Sci Educ. 2022 Mar;15(2):352-359. doi: 10.1002/ase.2078. Epub 2021 Apr 23.
This study assessed the effect of the course cycle on theoretical knowledge of dental morphology and the dental carving ability of dental students. Thirty-two dental students from the third semester (initial cycle) and 30 students from the eighth and tenth semesters of the dental course (end cycle) had their theoretical knowledge on dental morphology assessed using a questionnaire with ten closed questions. Their dental carving ability was also assessed using wax carvings in macro models of plaster (for the third [S3] and eight [S8] semesters) and natural-sized artificial teeth (for the tenth [S10] semester). The teeth chosen for the dental carving activity were #16 and #47. The scores were statistically analyzed using the t-test, Kruskal-Wallis test, and Mann-Whitney test (α = 0.05). Students from the initial cycle presented better theoretical knowledge than the other groups did (P < 0.007). No significant differences in carving score were found between the initial and end cycles (P > 0.05), although S10 students obtained a higher score for teeth #16 and #47 (P < 0.05). Natural-sized artificial teeth received a higher evaluation score in dental carvings than the macro models (P < 0.001). Within the limits of this study, it was possible to conclude that students from the initial cycle (S3) presented higher theoretical knowledge, whereas no difference in carving ability was observed between the initial and end cycles. The tenth semester (S10) students performed dental carvings with better quality. Furthermore, carvings in natural-sized artificial teeth presented better quality compared with the macro models.
本研究评估了课程周期对牙科形态学理论知识和牙科学生牙雕能力的影响。32 名来自第三学期（初始周期）的牙科学生和 30 名来自第八和第十学期的牙科学生（结束周期）的理论知识通过一份包含十个封闭问题的问卷进行评估。他们的牙雕能力也通过在石膏宏观模型（第三学期[S3]和第八学期[S8]）和天然大小的人造牙齿（第十学期[S10]）上的蜡雕进行评估。选择用于牙雕活动的牙齿是#16 和#47。使用 t 检验、Kruskal-Wallis 检验和 Mann-Whitney 检验（α=0.05）对分数进行统计学分析。初始周期的学生比其他组具有更好的理论知识（P<0.007）。初始周期和结束周期之间的雕刻分数没有显著差异（P>0.05），尽管 S10 学生的#16 和#47 牙齿得分更高（P<0.05）。天然大小的人造牙齿在牙雕中获得的评估分数高于宏观模型（P<0.001）。在本研究的限制范围内，可以得出结论，初始周期（S3）的学生表现出更高的理论知识，而初始周期和结束周期之间的雕刻能力没有差异。第十学期（S10）的学生进行了更高质量的牙雕。此外，与宏观模型相比，天然大小的人造牙齿的雕刻质量更好。
