Hu Jia, Wang Xiuqing, Chen Ruonan, Lu Guoying, Zhang Ming, Huang Xiaojing
School and Hospital of Stomatology, Fujian Medical University, Fujian, China.
Fujian Key Laboratory of Oral Diseases, Fujian, China.
BMC Med Educ. 2025 Feb 17;25(1):254. doi: 10.1186/s12909-025-06808-5.
This study aimed to develop an experimental teaching module based on virtual simulation (VS) to facilitate the instruction of undergraduates in regenerative endodontic procedures (REPs) and to assess its impact on academic outcomes and students' perceptions.
A REPs-VS platform with detailed diagnostic thinking, treatment protocol, and outcome evaluation scripts we developed. In total, 123 undergraduates in the fourth year were randomly divided into group A (REPs-VS teaching mode) and group B (traditional teaching mode). The effectiveness was evaluated by theoretical and operational examinations. The perspectives of students were assessed via questionnaires.
The total scores of the theoretical and operational examinations in group A were 82.10 ± 14.50 and 90.65 ± 4.81, respectively, which were significantly higher than the control group. Approximately 98.3% of students in group A agreed that the REPs-VS teaching platform improved their knowledge and skills. Most of the students in both groups unanimously acknowledged that the REPs-VS platform effectively enhanced the course's entertainment value and consequently increased their enthusiasm.
The REPs-VS teaching platform established herein is an innovative and practical tool that can enhance the comprehension of REPs among undergraduate students, providing a more robust foundation for clinical practice.
本研究旨在开发一个基于虚拟仿真（VS）的实验教学模块，以促进本科学生对牙髓再生治疗程序（REPs）的学习，并评估其对学业成绩和学生认知的影响。
我们开发了一个具有详细诊断思路、治疗方案和结果评估脚本的REPs-VS平台。总共123名四年级本科生被随机分为A组（REPs-VS教学模式）和B组（传统教学模式）。通过理论和操作考试评估其有效性。通过问卷调查评估学生的看法。
A组理论和操作考试的总分分别为82.10±14.50和90.65±4.81，显著高于对照组。A组约98.3%的学生认为REPs-VS教学平台提高了他们的知识和技能。两组中的大多数学生一致认为，REPs-VS平台有效地提高了课程的趣味性，从而提高了他们的积极性。
本文建立的REPs-VS教学平台是一种创新且实用的工具，可以提高本科学生对REPs的理解，为临床实践提供更坚实的基础。
