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Abstract：
BACKGROUND: Invisibility of subgingival scaling is the most important negative factor affecting the performance of periodontal treatment. A multisensory teaching strategy is used in the preclinical training of undergraduates in order to increase the haptic-auditory-visual feedback, aiming to overcome the invisibility and achieve minimal postoperative complications, improving patients\' treatment experience.
METHODS: One hundred undergraduate dental students in grade 5 were divided into a multisensory teaching strategy group (MTS: n = 50) and a conventional training pattern group (CTP: n = 50). All participants attended a lecture on using an ultrasonic subgingival scaler (USS) and Gracey curettes (GRA), followed by a 3-week training programme. Students in the MTS group were trained in a haptic/auditory-visual feedback manner, whereas students in the CTP group were trained conventionally. After the training phase, paired students in the 2 different groups performed subgingival scaling in paired patients with equivalent teeth of periodontitis using USS and GRA. Objective and subjective postoperative evaluations were recorded. Probing depth (PD) and gingival index (GI) were evaluated before and 4 weeks after scaling by the same periodontal specialist.
RESULTS: MTS significantly reduced treatment time and ameliorated postoperative complications (gingival injury, haemorrhage and root surface roughness; P < .05). Postoperative sensitivity was reduced in the MTS group from day 1 to day 7 (D1-D5: P < .001; D6: P = .002; D7: P = .003), whereas postoperative pain was reduced on day 1 (P = .006), compared with that in the CTP group. The PD reduction was not significant between the groups (MTS: 3.17 ± 0.95 mm vs CTP: 3.07 ± 0.97 mm, P > .05), whereas the GI change showed a significant difference between the groups (MTS: 1.71 ± 0.41 vs CTP: 1.67 ± 0.41, P < .05).
CONCLUSIONS: Multisensory teaching strategies in the preclinical periodontal training of undergraduates can reduce postoperative complications (gingival injury, postoperative haemorrhage, and root surface roughness) and provide a better treatment experience (decreased treatment time and postoperative pain and sensitivity) for patients.
METHODS: One hundred undergraduate dental students in grade 5 were divided into a multisensory teaching strategy group (MTS: n = 50) and a conventional training pattern group (CTP: n = 50). All participants attended a lecture on using an ultrasonic subgingival scaler (USS) and Gracey curettes (GRA), followed by a 3-week training programme. Students in the MTS group were trained in a haptic/auditory-visual feedback manner, whereas students in the CTP group were trained conventionally. After the training phase, paired students in the 2 different groups performed subgingival scaling in paired patients with equivalent teeth of periodontitis using USS and GRA. Objective and subjective postoperative evaluations were recorded. Probing depth (PD) and gingival index (GI) were evaluated before and 4 weeks after scaling by the same periodontal specialist.
RESULTS: MTS significantly reduced treatment time and ameliorated postoperative complications (gingival injury, haemorrhage and root surface roughness; P < .05). Postoperative sensitivity was reduced in the MTS group from day 1 to day 7 (D1-D5: P < .001; D6: P = .002; D7: P = .003), whereas postoperative pain was reduced on day 1 (P = .006), compared with that in the CTP group. The PD reduction was not significant between the groups (MTS: 3.17 ± 0.95 mm vs CTP: 3.07 ± 0.97 mm, P > .05), whereas the GI change showed a significant difference between the groups (MTS: 1.71 ± 0.41 vs CTP: 1.67 ± 0.41, P < .05).
CONCLUSIONS: Multisensory teaching strategies in the preclinical periodontal training of undergraduates can reduce postoperative complications (gingival injury, postoperative haemorrhage, and root surface roughness) and provide a better treatment experience (decreased treatment time and postoperative pain and sensitivity) for patients.
摘要：
背景：龈下鳞屑的不可见性是影响牙周治疗性能的最重要的负面因素。在本科生的临床前培训中使用了多感官教学策略，以增加触觉-听觉-视觉反馈，旨在克服隐蔽性并实现最小的术后并发症，改善患者的治疗体验。
方法：将100名五年级牙科本科生分为多感教学策略组（MTS：n=50）和常规训练模式组（CTP：n=50）。所有参与者都参加了关于使用超声波龈下洁治器（USS）和Gracey刮匙（GRA）的讲座，随后是为期3周的培训计划。MTS组的学生接受了触觉/听觉-视觉反馈方式的训练，而CTP组的学生接受常规训练。在训练阶段之后,2个不同组的成对学生使用USS和GRA对牙周炎同等牙齿的成对患者进行龈下刮治。记录客观和主观的术后评价。由同一牙周专家在缩放前和缩放后4周评估探伤深度（PD）和牙龈指数（GI）。
结果：MTS显着缩短了治疗时间并改善了术后并发症（牙龈损伤，出血和根面粗糙度；P<.05）。从第1天到第7天，MTS组的术后敏感性降低（D1-D5：P<.001；D6：P=.002；D7：P=.003），而术后疼痛在第1天减轻（P=.006），与CTP组相比。两组间PD减少不显著(MTS:3.17±0.95mmvsCTP:3.07±0.97mm,P>.05)，而GI变化在两组间有显著差异(MTS:1.71±0.41vsCTP:1.67±0.41,P<.05)。
结论：大学生临床前牙周训练中的多感教学策略可以减少术后并发症（牙龈损伤，术后出血,和牙根表面粗糙度），并为患者提供更好的治疗体验（减少治疗时间以及术后疼痛和敏感性）。
方法：将100名五年级牙科本科生分为多感教学策略组（MTS：n=50）和常规训练模式组（CTP：n=50）。所有参与者都参加了关于使用超声波龈下洁治器（USS）和Gracey刮匙（GRA）的讲座，随后是为期3周的培训计划。MTS组的学生接受了触觉/听觉-视觉反馈方式的训练，而CTP组的学生接受常规训练。在训练阶段之后,2个不同组的成对学生使用USS和GRA对牙周炎同等牙齿的成对患者进行龈下刮治。记录客观和主观的术后评价。由同一牙周专家在缩放前和缩放后4周评估探伤深度（PD）和牙龈指数（GI）。
结果：MTS显着缩短了治疗时间并改善了术后并发症（牙龈损伤，出血和根面粗糙度；P<.05）。从第1天到第7天，MTS组的术后敏感性降低（D1-D5：P<.001；D6：P=.002；D7：P=.003），而术后疼痛在第1天减轻（P=.006），与CTP组相比。两组间PD减少不显著(MTS:3.17±0.95mmvsCTP:3.07±0.97mm,P>.05)，而GI变化在两组间有显著差异(MTS:1.71±0.41vsCTP:1.67±0.41,P<.05)。
结论：大学生临床前牙周训练中的多感教学策略可以减少术后并发症（牙龈损伤，术后出血,和牙根表面粗糙度），并为患者提供更好的治疗体验（减少治疗时间以及术后疼痛和敏感性）。
