Wei Yaru, Peng Zhengjun
Guangdong Province Key Laboratory of Stomatology, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-Sen University, Guangzhou, Guangdong, China.
PLoS One. 2024 Dec 13;19(12):e0315732. doi: 10.1371/journal.pone.0315732. eCollection 2024.
To explore the quality, reliability, and practical effect of the Simodont virtual simulation training system in preclinical teaching of access and coronal cavity preparation for dental undergraduate students. Twenty dental undergraduate students from Guanghua School of Stomatology, Sun Yat-sen University, were recruited and randomly divided into two groups after theory training. The groups were allocated using the random number method and assessed for access and coronal cavity preparation skills using a standardized assessment form and the Simodont virtual simulation system operation manual. Baseline scores were recorded for each student. One group received training with the Simodont virtual simulation system, while the other used a conventional phantom simulator system. After training, skills were reassessed, and scores were recorded. The groups then switched training systems and were assessed again. All students completed a Teaching Questionnaire at the end of the training. Data was collected and analyzed. The mean score of students in the virtual simulation priority group (15.9 ± 0.56 points) and the phantom-simulator priority group (15.3 ± 0.40 points) was significantly higher than the baseline score (13.3 ± 0.63 points) and (13.1 ± 0.30 points) (P < 0.05), respectively. Furthermore, the mean score of students in the virtual simulation priority group after training with both systems (15.9 ± 0.56 points) was significantly higher than that of the students in the virtual simulation priority group alone (14.2 ± 0.62 points) (P < 0.05). The mean score was also significantly higher in the virtual simulation priority group of students (15.9 ± 0.56 points) trained with both systems than in the phantom-simulator priority group of students (15.3 ± 0.40 points) trained with both systems for the assessment (p < 0.05). The mean score of students in the phantom-simulator priority group (15.3 ± 0.40 points) after training with both systems was significantly higher than that of the students in the phantom-simulator priority group alone (14.3 ± 0.28 points) (P < 0.05). The questionnaire results showed that the students fully agreed that "the Simodont virtual simulation system has the characteristics of repeatability, multi-dimensionality, and multiple practices, and gives me more attention to details. However, they also noted that "it needs to be improved and upgraded to be closer to the conventional phantom-simulator system. Compared with the conventional phantom-simulator system alone, the preclinical teaching effectiveness of access and coronal cavity preparation could be significantly enhanced by incorporating the Simodont virtual simulation system alongside the phantom-simulator training system. The training sequence might influence this improvement.
探讨Simodont虚拟仿真训练系统在口腔医学本科学生临床前牙体预备和髓腔预备教学中的质量、可靠性及实际效果。招募了中山大学光华口腔医学院的20名口腔医学本科生，在理论培训后随机分为两组。采用随机数字法进行分组，并使用标准化评估表和Simodont虚拟仿真系统操作手册对牙体预备和髓腔预备技能进行评估。记录每名学生的基线分数。一组使用Simodont虚拟仿真系统进行训练，另一组使用传统仿头模训练系统。训练后，重新评估技能并记录分数。然后两组交换训练系统并再次进行评估。所有学生在训练结束时完成一份教学问卷。收集并分析数据。虚拟仿真优先组学生的平均分数（15.9±0.56分）和仿头模优先组学生的平均分数（15.3±0.40分）分别显著高于基线分数（13.3±0.63分）和（13.1±0.30分）（P<0.05）。此外，在使用两种系统训练后，虚拟仿真优先组学生的平均分数（15.9±0.56分）显著高于仅使用虚拟仿真系统训练的虚拟仿真优先组学生的平均分数（14.2±0.62分）（P<0.05）。在使用两种系统训练后的评估中，虚拟仿真优先组学生的平均分数（15.9±0.56分）也显著高于使用两种系统训练的仿头模优先组学生的平均分数（15.3±0.40分）（P<0.05）。在使用两种系统训练后，仿头模优先组学生的平均分数（15.3±0.40分）显著高于仅使用仿头模系统训练的仿头模优先组学生的平均分数（14.3±0.28分）（P<0.05）。问卷结果显示，学生们完全同意“Simodont虚拟仿真系统具有可重复性、多维度性和多次练习的特点，让我更加关注细节”。然而，他们也指出，“它需要改进和升级，以更接近传统仿头模训练系统”。与单独使用传统仿头模训练系统相比，将Simodont虚拟仿真系统与仿头模训练系统相结合，可显著提高牙体预备和髓腔预备的临床前教学效果。训练顺序可能会影响这种提高。
