Feil P H, Reed T, Hart J K
J Dent Educ. 1986 Jun;50(6):300-3.
In preclinical dentistry, precise terminal knowledge of results (KR) typically is provided by an instructor when the student has completed all or a portion of a preparation. A contemporary model of psychomotor learning implies that performance can be improved if continual precise KR also is available. This investigation compared a traditional instructional format that provided instructor-generated terminal KR with one that also trained students to generate continual KR using two sections of an operative laboratory (n = 55 each). The dependent variable was student performance on occlusal and mesio-occlusal amalgam preparations. Students in the experimental group significantly outperformed those in the control group on both preparations.
在临床前牙科学中，当学生完成全部或部分预备操作时，通常由教师提供精确的最终结果反馈（KR）。当代的心理运动学习模型表明，如果能持续获得精确的KR，操作表现会得到改善。本研究比较了两种教学模式，一种是提供教师生成的最终KR的传统教学形式，另一种是利用两个操作实验室部分（每组n = 55）训练学生生成持续KR的教学模式。因变量是学生在咬合面和近中咬合面银汞合金修复体预备操作上的表现。实验组学生在这两项预备操作上的表现均显著优于对照组。
