CAJ | 학술논문

目的：探讨在龋病学实验课中联合运用Simodont虚拟仿真系统和KaVo仿真头模的教学效果。方法在中山大学光华口腔医学院口腔临床医学专业2009级五年制本科生的龋病学实验课中联合应用Simodont系统和KaVo仿真头模。教学步骤如下：(1)将学生随机分入两组，每组28人；(2)学生完成龋病临床知识考核表；(3)指导学生学习龋病临床技能考核表和Simodont操作手册；(4)第一组学生使用Simodont系统培训，第二组学生使用KaVo仿真头模培训，制备改良型Ⅱ类和V类龋洞洞型，进行评分；(5)两组学生互换培训系统，再次制备改良型Ⅱ类和V类龋洞洞型，并评分；(6)学生填写教学问卷；(7)收集数据、统计学分析。结果两组学生龋病临床知识的考核成绩差异无统计学意义(P>0.05)。学生经过Simodont系统和KaVo仿真头模联合培训后，制备改良型Ⅱ类和V类龋洞洞型的评分比较仅使用单一培训系统的学生更高(P<0.05)。问卷结果表明，学生高度认同“Simodont系统安全性好，节约培训时间，可反复练习。 Simodont系统与KaVo仿真头模联合应用能获得更理想的教学效果”。结论在龋病学实验课中联合应用Simodont系统和KaVo仿真头模可较单一培训系统更好地提升学生龋洞制备的考核成绩，是一种值得推广的教学模式。
목적：탐토재우병학실험과중연합운용Simodont허의방진계통화KaVo방진두모적교학효과。방법재중산대학광화구강의학원구강림상의학전업2009급오년제본과생적우병학실험과중연합응용Simodont계통화KaVo방진두모。교학보취여하：(1)장학생수궤분입량조，매조28인；(2)학생완성우병림상지식고핵표；(3)지도학생학습우병림상기능고핵표화Simodont조작수책；(4)제일조학생사용Simodont계통배훈，제이조학생사용KaVo방진두모배훈，제비개량형Ⅱ류화V류우동동형，진행평분；(5)량조학생호환배훈계통，재차제비개량형Ⅱ류화V류우동동형，병평분；(6)학생전사교학문권；(7)수집수거、통계학분석。결과량조학생우병림상지식적고핵성적차이무통계학의의(P>0.05)。학생경과Simodont계통화KaVo방진두모연합배훈후，제비개량형Ⅱ류화V류우동동형적평분비교부사용단일배훈계통적학생경고(P<0.05)。문권결과표명，학생고도인동“Simodont계통안전성호，절약배훈시간，가반복연습。 Simodont계통여KaVo방진두모연합응용능획득경이상적교학효과”。결론재우병학실험과중연합응용Simodont계통화KaVo방진두모가교단일배훈계통경호지제승학생우동제비적고핵성적，시일충치득추엄적교학모식。
Objective To investigate the teaching effects of combined application of Simodont virtual simulation system and KaVo head-simulator in Cariology laboratory course. Methods During Cariology laboratory course, Simodent system and KaVo head-simulator were cooperatively applied among five-year BDS students of Guanghua School of Stomatology, Sun Yat-sen University. This laboratory course included the following steps: (1)Students were randomized into two groups, and each group had 28 students; (2)Students completed ‘Cariology Knowledge Assessment Form’; (3)Students were guided to study‘Cariology Clinical Skills Assessment Form’ and‘Simodont system Operating Manual’;(4)The first group of students were trained by Simodont system and the second group of students were trained by KaVo head-simulator to prepared ClassⅡ and ClassV caries cavities, and the relative scores were recorded; (5)Two group students exchanged the training systems to prepare ClassⅡ and ClassV caries cavities again, and the relative scores were recorded; (6)Students filled the ‘Teaching Questionnaire’; (7)The data were collected and analyzed. Results There was no significant difference of the scores between the two group students (P>0.05). After combined training of Simodont system and KaVo head-simulator, the students’ scores were obviously improved in preparing modified ClassⅡand V caries cavities than those who only received single training system (P < 0.01). Questionnaire results demonstrated that students highly appreciated the following viewpoints: ‘Simodont system was security timesaver and repetitive practice. Combined application of Simodont system and KaVo head-simulator provided good effects on Cariology laboratory teaching.’ Conclusions In Cariology laboratory courses, combined application of Simodont system and KaVo head-simulator was more effective than a single training system in the scores ofcavity preparation, and thereby was valuable to be adopted.