Department of Prosthodontics, School of Dental Medicine, ADES, CNRS, Aix-Marseille University, EFS, Marseille, France.
Division of Oral Rehabilitation, Department of Dental Medicine, Karolinska Institutet, Huddinge, Sweden.
BMC Med Educ. 2024 Sep 19;24(1):1030. doi: 10.1186/s12909-024-06019-4.
Gaze behavior can serve as an objective tool in undergraduate pre-clinical dental education, helping to identify key areas of interest and common pitfalls in the routine evaluation of tooth preparations. Therefore, this study aimed to investigate the gaze behavior of undergraduate dental students and dental educators while evaluating a single crown tooth preparation.
Thirty-five participants volunteered to participate in the study and were divided into a novice group (dental students, n = 18) and an expert group (dental educators, n = 17). Each participant wore a binocular eye-tracking device, and the total duration of fixation was evaluated as a metric to study the gaze behavior. Sixty photographs of twenty different tooth preparations in three different views (buccal, lingual, and occlusal) were prepared and displayed during the experimental session. The participants were asked to rate the tooth preparations on a 100 mm visual analog rating scale and were also asked to determine whether each tooth preparation was ready to make an impression. Each view was divided into different areas of interest. Statistical analysis was performed with a three-way analysis of the variance model with repeated measures.
Based on the participants' mean rates, the "best" and the "worst" tooth preparations were selected for analysis. The results showed a significantly longer time to decision in the novices compared to the experts (P = 0.003) and a significantly longer time to decision for both the groups in the best tooth preparation compared to the worst tooth preparation (P = 0.002). Statistical analysis also showed a significantly longer total duration of fixations in the margin compared to all other conditions for both the buccal (P < 0.012) and lingual (P < 0.001) views.
The current study showed distinct differences in gaze behavior between the novices and the experts during the evaluation of single crown tooth preparation. Understanding differences in gaze behavior between undergraduate dental students and dental educators could help improve tooth preparation skills and provide constructive customized feedback.
在本科临床前牙科教育中，凝视行为可以作为一种客观工具，帮助确定常规牙预备评估中的关键兴趣领域和常见陷阱。因此，本研究旨在调查本科牙科学生和牙科教育者在评估单冠牙预备时的凝视行为。
35 名参与者自愿参加研究，分为新手组（牙科学生，n=18）和专家组（牙科教育者，n=17）。每位参与者都佩戴了双眼眼动追踪设备，以总注视时间作为评估指标来研究注视行为。在实验过程中准备了六十张二十个不同牙预备的照片，分别在三个不同视图（颊面、舌面和咬合面）显示。参与者被要求在 100 毫米视觉模拟评分量表上对牙预备进行评分，并被要求确定每个牙预备是否可以进行印模。每个视图分为不同的兴趣区域。使用具有重复测量的三向方差模型进行统计分析。
根据参与者的平均评分，选择“最佳”和“最差”牙预备进行分析。结果显示，新手组的决策时间明显长于专家组（P=0.003），最佳牙预备的决策时间也明显长于最差牙预备（P=0.002）。统计分析还显示，在颊面（P<0.012）和舌面（P<0.001）视图中，边缘的总注视时间明显长于所有其他条件。
本研究显示，在评估单冠牙预备时，新手和专家之间的凝视行为存在明显差异。了解本科牙科学生和牙科教育者之间凝视行为的差异，有助于提高牙预备技能，并提供有建设性的个性化反馈。
