上海口腔医学

上海口腔医学 ›› 2023, Vol. 32 ›› Issue (2): 220-224.doi: 10.19439/j.sjos.2023.02.020

• 口腔医学教育 • 上一篇    

动态微笑美学模拟教学法在口腔正畸教学中的应用评价

苏晓霞1,2, 周力3, 廖立1, 李玥燕2, 李小兵1,2   

  1. 1.口腔疾病研究国家重点实验室,国家口腔疾病临床医学研究中心,四川 成都 610041;
    2.四川大学华西口腔医院 正畸学系儿童口腔医学教研室,早期矫治专科,3.正畸科,四川 成都 610041
  • 收稿日期:2022-03-25 修回日期:2022-08-12 出版日期:2023-04-25 发布日期:2023-06-13
  • 通讯作者: 李小兵,E-mail: lxb_30@qq.com
  • 作者简介:苏晓霞（1984-）,女,博士,E-mail: orthodontist_su@163.com
  • 基金资助:
    国家自然科学基金青年科学基金项目（81600912）; 四川省科学技术厅重点研发项目（2020YFS0177）

Application of digital dynamic smile aesthetic simulation teaching method in orthodontic practicum

SU Xiao-xia1,2, ZHOU Li3, LIAO Li1, LI Yue-yan2, LI Xiao-bin1,2   

  1. 1. State Key Laboratory of Oral Diseases & National Clinical Research Center for Oral Diseases. Chengdu 610041, Sichuan Province;
    2. Department of Orthodontics and Pediatric Dentistry, 3. Department of Orthodontics, West China Hospital of Stomatology, Sichuan University. Chengdu 610041, Sichuan Province, China
  • Received:2022-03-25 Revised:2022-08-12 Online:2023-04-25 Published:2023-06-13

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摘要： 目的: 探讨动态微笑美学认知教育对正畸临床实践教学效果的影响。方法: 选择32名参加正畸系临床培训的学生作为研究对象,按随机数字排序法分为2组。一组采用传统静态数据分析教学方式,另一组采用前牙区动态微笑美学模拟（DSAS）教学法结合静态数据分析辅助矫治方案制定;再进行2组教学方式互换。以问卷形式对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: DSAS教学方法评分显著高于传统教学方法,差异具有统计学意义（P=0.012）。此教学方式更“新颖有趣”“便于理解正畸病例方案设计”,学生希望能够在其他正畸临床教学过程中推广DSAS教学法。结论: DSAS作为全新的教学手段,直观生动,更易激发学生的学习兴趣,有助于提高口腔正畸实践教学效果。

关键词: 数字化教学, 动态美学, 微笑美学, 正畸实践教学

Abstract: PURPOSE: To integrate digital dynamic smile aesthetic simulation (DSAS) cognitive education in orthodontic practicum and evaluate the teaching effects. METHODS: A total of 32 dental students during orthodontic practicum were randomly divided into two groups. One group received traditional teaching method to draft treatment plan, and another group was implemented with DSAS teaching method. Then two groups exchanged. Students were asked to grade both teaching methods and statistical analysis was performed on the scoring results with SPSS 24.0 software package. RESULTS: The scores of the DSAS teaching method was much higher than traditional method, and the difference was statistically significant(P=0.012). Students considered that DSAS teaching method was more “novel and fascinating”, and also “convenient for comprehending of orthodontic treatment”. Students hoped to popularize the DSAS teaching method in future orthodontic practicum. CONCLUSIONS: As a novel teaching method, DSAS is more intuitive and vivid to stimulate students' interest in learning, and it is helpful to improve the effect of orthodontic practical teaching.

Key words: Digital integrated teaching method, Dynamic aesthetics, Smile aesthetics, Orthodontic practical teaching

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