Département de Santé Publique, Faculté de Chirurgie Dentaire-Odontologie, Université Côte d'Azur, Nice, France.
Pôle Odontologie, Centre Hospitalier Universitaire de Nice, Université Côte d'Azur, Nice, France.
J Dent Educ. 2022 May;86(5):615-621. doi: 10.1002/jdd.12861. Epub 2021 Dec 27.
The dental department of the University Hospital of Nice has set the "box of horrors," an innovative concept inspired by the "room of horrors," created in 2006 in Canada, and utilized since 2011 in France.
The aim was to assess the impact and perceived value of this clinical practice game utilized by fourth-year dental students.
This pilot study following a cross-sectional pre- and posttest research design was used to assess students' change in performance. The experimental group was divided into 12 students teams (n = 50). A questionnaire was completed before they entered the box; they had then to find out 10 errors hidden in the box in a set time. A debriefing was held immediately after. The control group answered the same questions but did not follow the course inside the box. The percentages of correct answers were compared between the two groups with a Mann-Whitney test, and the scores per student were analyzed with a mixed effects ordinal multiple logistic regression. Finally, a satisfaction questionnaire was proposed.
After the course, the students from the experimental group performed 94% correct answers, while those from the control group showed 78% (significant difference). The outcome of the mixed effect multiple regression showed a significant group effect (p = 0.0001) and gender effect (p = 0.001).
Clinical games, although complex to implement, are interesting and rewarding tools. The adaptation of the tool to the dental sector appeared to be feasible.
尼斯大学附属医院的牙科系设立了“恐怖箱”，这是一个受 2006 年在加拿大创建的“恐怖屋”启发的创新概念，并自 2011 年以来在法国使用。
旨在评估第四年牙科学生使用这种临床实践游戏的效果和感知价值。
这是一项采用前后测试设计的试点研究，用于评估学生的表现变化。实验组分为 12 个学生小组（n=50）。学生在进入箱子之前完成一份问卷，然后在规定时间内找出隐藏在箱子中的 10 个错误。立即进行讨论。对照组回答相同的问题，但不参加箱子内的课程。使用曼-惠特尼检验比较两组的正确答案百分比，并使用混合效应有序多项逻辑回归分析每个学生的得分。最后，提出了一份满意度问卷。
课程结束后，实验组学生的正确答案率为 94%，而对照组学生的正确答案率为 78%（差异显著）。多因素有序逻辑回归的结果显示，组间效应（p=0.0001）和性别效应（p=0.001）具有统计学意义。
临床游戏虽然实施复杂，但却是有趣且有益的工具。该工具在牙科领域的适应性似乎是可行的。
