■可移动局部义齿(RPD)设计对于牙科治疗的长期成功至关重要,但是牙科学生在RPD设计培训和能力获取方面的缺点已经持续了数十年。数字生产在口腔医学中的患病率正在增加,和数字RPD(D-RPD)模块,在我们以前的工作中报告的经过认证的牙科技术人员客观操作技能检查(OMEDT)系统的框架下,可能会改进现有的学生RPD培训模式。
■我们旨在确定与传统训练相比,用于RPD设计的基于虚拟3D仿真的渐进式数字训练模块的功效。
■我们开展了一项前瞻性队列研究,包括重庆医科大学口腔医学院的牙科技术学生。队列1接受了传统的RPD设计培训(7周)。队列2接受了基于文本和2D草图的D-RPD模块训练(7周)。队列3接受了基于文本和2D草图的D-RPD模块飞行员培训(4周),并继续接受基于真实患者的3D虚拟模型的培训(3周)。在训练后1个月和1年进行基于虚拟模型的RPD设计测试。我们收集了RPD设计分数和进行每次评估所花费的时间。
■我们收集了RPD设计分数以及训练后1个月和1年进行每次评估所花费的时间。这项研究招募了109名学生,包括58名(53.2%)女生和51名(56.8%)男生。队列1在两个测试中得分最低,队列3得分最高(队列1-3在1个月时:平均得分为65.8,SD21.5;平均得分为81.9,SD6.88;和平均得分为85.3,SD8.55;P<.001;队列1-3在1y时:平均得分为60.3,SD16.7;平均得分为75.5,SD3.90;平均得分为90.9,SD<4.3。在1个月时,队列之间的时间差异无统计学意义(队列1-3:平均2407.8,SD1370.3s;平均1835.0,SD1329.2s;和平均1790.3,SD1195.5s,分别;P=.06),但在1年时具有统计学意义(队列1-3:平均2049.16,SD1099.0s;平均1857.33,SD587.39s;平均2524.3,SD566.37s,分别;P<.001)。队列内比较表明,队列1在1个月和1年的得分差异无统计学意义(95%CI-2.1至13.0;P=.16),而队列3在1年后获得了更高的分数(95%CI2.5-8.7;P=.001),1年后,队列2的得分明显较低(95%CI-8.8至-3.9;P<.001)。
■队列3在两个时间点都获得了最高分,并在1年时保留了能力,这表明包括虚拟3D仿真在内的渐进式D-RPD培训促进了RPD设计能力的提高。采用D-RPD培训可能有利于学习成果。
UNASSIGNED: Removable partial denture (RPD) design is crucial to long-term success in dental treatment, but shortcomings in RPD design training and competency acquisition among dental students have persisted for decades. Digital production is increasing in prevalence in stomatology, and a digital RPD (D-RPD) module, under the framework of the certified Objective Manipulative Skill Examination of Dental Technicians (OMEDT) system reported in our previous work, may improve on existing RPD training models for students.
UNASSIGNED: We aimed to determine the efficacy of a virtual 3D simulation-based progressive digital training module for RPD design compared to traditional training.
UNASSIGNED: We developed a prospective cohort study including dental technology students at the Stomatology College of Chongqing Medical University. Cohort 1 received traditional RPD design training (7 wk). Cohort 2 received D-RPD module training based on text and 2D sketches (7 wk). Cohort 3 received D-RPD module pilot training based on text and 2D sketches (4 wk) and continued to receive training based on 3D virtual casts of real patients (3 wk). RPD design tests based on virtual casts were conducted at 1 month and 1 year after training. We collected RPD design scores and the time spent to perform each assessment.
UNASSIGNED: We collected the RPD design scores and the time spent to perform each assessment at 1 month and 1 year after training. The study recruited 109 students, including 58 (53.2%) female and 51 male (56.8%) students. Cohort 1 scored the lowest and cohort 3 scored the highest in both tests (cohorts 1-3 at 1 mo: mean score 65.8, SD 21.5; mean score 81.9, SD 6.88; and mean score 85.3, SD 8.55, respectively; P<.001; cohorts 1-3 at 1 y: mean score 60.3, SD 16.7; mean score 75.5, SD 3.90; and mean score 90.9, SD 4.3, respectively; P<.001). The difference between cohorts in the time spent was not statistically significant at 1 month (cohorts 1-3: mean 2407.8, SD 1370.3 s; mean 1835.0, SD 1329.2 s; and mean 1790.3, SD 1195.5 s, respectively; P=.06) but was statistically significant at 1 year (cohorts 1-3: mean 2049.16, SD 1099.0 s; mean 1857.33, SD 587.39 s; and mean 2524.3, SD 566.37 s, respectively; P<.001). Intracohort comparisons indicated that the differences in scores at 1 month and 1 year were not statistically significant for cohort 1 (95% CI -2.1 to 13.0; P=.16), while cohort 3 obtained significantly higher scores 1 year later (95% CI 2.5-8.7; P=.001), and cohort 2 obtained significantly lower scores 1 year later (95% CI -8.8 to -3.9; P<.001).
UNASSIGNED: Cohort 3 obtained the highest score at both time points with retention of competency at 1 year, indicating that progressive D-RPD training including virtual 3D simulation facilitated improved competency in RPD design. The adoption of D-RPD training may benefit learning outcomes.