上海口腔医学

上海口腔医学 ›› 2021, Vol. 30 ›› Issue (1): 109-112.doi: 10.19439/j.sjos.2021.01.023

• 口腔医学教育 • 上一篇    

Vectra®三维面部成像技术在口腔正畸教学中的应用评价

刘倩1, 姚莹1, 毕惠贤1, 金作林1, 杨鸿旭2, 郭涛3   

  1. 1.军事口腔医学国家重点实验室,国家口腔疾病临床医学研究中心,陕西省口腔疾病临床医学研究中心, 空军军医大学口腔医院 正畸科,2.颞下颌关节病科,陕西 西安 710032;
    3.上海泰康拜博口腔医院,上海 200001
  • 收稿日期:2020-02-11 修回日期:2020-05-08 出版日期:2021-02-25 发布日期:2021-04-02
  • 通讯作者: 郭涛,E-mail：freegt@126.com
  • 作者简介:刘倩（1986-）,女,博士,主治医师,E-mail：xj6767@163.com

Application of Vectra® 3D facial imaging technology in orthodontic teaching program

LIU Qian1, YAO Ying1, BI Hui-xian1, JIN Zuo-lin1, YANG Hong-xu2, GUO Tao3   

  1. 1. Department of Orthodontics, 2. Department of Oral Anatomy and Physiology and Temporomandibular Diseases, State Key Laboratory of Military Stomatology, National Clinical Research Center for Oral Diseases, Shaanxi Clinical Research Center for Oral Diseases, School of Stomatology, Air Force Military Medical University. Xi'an 710032, Shaanxi Province;
    3. Shanghai Tai Kang Bybo Dental Hospital. Shanghai 200001, China
  • Received:2020-02-11 Revised:2020-05-08 Online:2021-02-25 Published:2021-04-02

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摘要： 目的:评价Vectra®三维面像系统在口腔正畸教学中的应用效果。方法:选择空军军医大学2014级口腔医学专业五年制、八年制学生32人作为研究对象,在口腔正畸面部检查诊断实训课中两两一组,进行面部分析,前20 min使用传统二维面像进行分析,后20 min使用Vectra®三维面像进行分析。采用调查问卷让学生对2种教学方法进行量化评价,采用SPSS 24.0 软件包对数据进行统计学分析。结果:问卷2、5、6、7项,即在教学方法容易激发学习兴趣、分析准确可靠、主观偏倚小、适合治疗前、中、后的对比分析等4个方面具有组间统计学差异（P<0.05）。问卷1、3、4项,即在教学资料获取方式、教学方法有利于巩固理论知识、操作简便易掌握3个方面,无统计学差异（P>0.05）。结论:Vectra®三维面像系统作为一种新的数字化教学手段,相比传统二维面像更容易激发学生的学习兴趣,分析结果更加准确,主观偏倚小,可重复性强,有助于提高口腔正畸教学效果。

关键词: 口腔正畸教学, 三维成像, 面部分析

Abstract: PURPOSE: To evaluate the effectiveness of Vectra® 3D facial imaging technology in enhancing orthodontic teaching and training efficiency. METHODS: Thirty-two dental students, enrolled in 2014 as five-year and eight-year curriculum in School of Somatology, Air Force Military Medical University were selected as the subjects of this research. As an important teaching facility for training the students to practice orthodontic clinical examinations, 2D and 3D facial imaging systems were selected in this study for the students to collect and analyze the data relating to the facial complexion and appearance. The students were at first instructed to use the traditional 2D facial imaging system for 20 minutes, and then Vectra® 3D facial imaging system for another 20 minutes. The students were required to deliberate on the specifically designed questionnaires to input their own assessment on these two modalities. The outcomes were quantitatively analyzed using SPSS 24.0 software package. RESULTS: As to the items 2, 5, 6 and 7 in the questionnaire, which indicated the following queries respectively: whether the use of imaging systems could inspire students’ learning interest, whether the results drawn from these two imaging facial systems were accurate and reliable, whether the subjective bias were trivial , and whether these two imaging systems were feasible for orthodontic treatment appraisals. The results showed that there were significant differences in these four items between the two groups（P<0.05). As to the Items 1, 3 and 4 , namely, whether the acquisition of the teaching materials was an easy access, whether these two facial analytical regimes were beneficial for the students to obtain the new knowledge, and whether this specific teaching facility was easy for the students to manage, there was no significant difference between the two groups (P>0.05). CONCLUSIONS: Served as a new teaching syllabus facilitation, Vectra® three-dimensional facial imaging system demonstrates a more satisfactory impetus for the students to learn than the traditional two-dimensional imaging system. Pragmatically, the analytical data resulted from the former remains more accountable than that of the latter.

Key words: Orthodontic teaching syllabus, 3D facial imaging systems, Facial appearance analysis

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