Liu Jiali, Zou Yuchun, Huang Jing, Chen Ziqin, Hu Jia, Xu Linyu, Su Jiehua
School and Hospital of Stomatology, Fujian Medical University, Fuzhou City, Fujian Province, P. R. China.
Orthodontics Department, School and Hospital of Stomatology, Fujian Medical University, Yangqiao Zhong Road No 246, Fuzhou City, Fujian Province, P. R. China.
BMC Med Educ. 2025 Feb 20;25(1):280. doi: 10.1186/s12909-025-06839-y.
Mastery of orthodontic bracket bonding is an essential component of the undergraduate orthodontic curriculum. Traditional bracket bonding training using simple plaster models has some shortcomings, including a disconnect from clinical practice and poor perception of the criteria and accuracy. This study aims to optimize the bracket bonding course by comparing the traditional teaching method with simplified American Board of Orthodontics Objective Grading System (ABO-OGS)-oriented training methods.
Fourth-year dental students from Fujian Medical University, spanning the 2015 to 2017 cohorts, participated in the orthodontic bracket bonding course. Students from these three cohorts were trained using the traditional plaster model method, the digital 2D ABO-OGS-oriented method, and the typodont ABO-OGS-oriented method, respectively. After the course, students and teachers completed a six-level Likert scale questionnaire to evaluate the teaching objectives, methods, and efficacy.
Both teachers and students agreed that the traditional bracket bonding training and the simplified ABO-OGS-oriented bracket bonding training were effective, with most students mastering the bracket bonding procedure. The simplified ABO-OGS-oriented bracket bonding was perceived as more novel and engaging compared to the traditional method (P < 0.05). However, the digital 2D ABO-OGS method was significantly less effective than the other two methods (P < 0.05). Instructors rated the typodont ABO-OGS-oriented training higher than the students did (P < 0.05).
Both the traditional and simplified ABO-OGS-oriented courses for bracket bonding yielded favorable results, with the simplified ABO-OGS approach being more engaging and innovative. The findings emphasize the critical role of hands-on practice in achieving optimal proficiency in bracket bonding techniques. A hybrid educational model that integrates digital 2D or 3D ABO-OGS-oriented training with offline practical sessions shows considerable potential for qualifying training and examination of orthodontic residency students.
掌握正畸托槽粘结技术是本科正畸课程的重要组成部分。使用简单石膏模型进行的传统托槽粘结培训存在一些缺点，包括与临床实践脱节以及对标准和准确性的认识不足。本研究旨在通过比较传统教学方法与简化的美国正畸委员会客观评分系统（ABO-OGS）导向的培训方法，优化托槽粘结课程。
福建医科大学2015至2017级的四年级牙科学生参加了正畸托槽粘结课程。这三个年级的学生分别采用传统石膏模型法、数字化二维ABO-OGS导向法和仿真头模ABO-OGS导向法进行培训。课程结束后，学生和教师完成了一份六级李克特量表问卷，以评估教学目标、方法和效果。
教师和学生都认为传统的托槽粘结培训和简化的ABO-OGS导向的托槽粘结培训是有效的，大多数学生掌握了托槽粘结程序。与传统方法相比，简化的ABO-OGS导向的托槽粘结被认为更新颖、更具吸引力（P < 0.05）。然而，数字化二维ABO-OGS方法的效果明显低于其他两种方法（P < 0.05）。教师对仿真头模ABO-OGS导向培训的评价高于学生（P < 0.05）。
传统的和简化的ABO-OGS导向的托槽粘结课程都取得了良好的效果，简化的ABO-OGS方法更具吸引力和创新性。研究结果强调了实践操作在实现托槽粘结技术最佳熟练程度方面的关键作用。将数字化二维或三维ABO-OGS导向培训与线下实践课程相结合的混合教育模式在正畸住院医师学生的资格培训和考试中显示出巨大潜力。
