基于同伴教学法的新型口腔医学教学模式

同伴教学法是当前国际教学领域最具影响力的教学方法之一。本文结合口腔医学的专业特点,对同伴教学法应用于口腔医学教学的必要性和可行性进行了深入的分析,并尝试建立了基于同伴教学法的新型口腔医学教学模式。本文目的在于探寻更加有效的口腔医学教学方法,培养高水平的口腔医师,以适应新形势下口腔医疗卫生的社会需求。     

Mercury vapor levels in a dental laboratory

abstract — Mercury vapor levels associated with grinding amalgam models and mulling amalgams in the palm of the hand following trituration have been measured in a dental laboratory in inhalation position. The threshold limit value of airborne mercury of 0.05 mg/m³ was essentially exceeded in the grinding procedure of amalgam. Levels in excess of seven times this value were recorded. During mulling the mercury vapor level fluctuated around the threshold limit value. The mean mercury concentrations did not essentially exceed the threshold limit value.     

牙体解剖学教学中2种3倍大石膏牙雕刻方法的应用比较

目的:比较3倍大石膏牙雕刻的2种方法,探讨在教学中如何合理应用2种方法。方法:43名学生随机分为多面体法教学组(n=22)和1/2等分法教学组(n=21)。以右上中切牙3倍大石膏牙雕刻作为前牙雕刻的代表,以右上第一磨牙3倍大石膏牙雕刻作为后牙雕刻的代表,对2种雕刻方法的教学效果进行比较。应用SAS6.12统计软件包对数据进行处理,统计方法包括配对t检验和团体t检验。结果:统计学分析表明,初学时,对于右上中切牙的雕刻,2种方法取得的效果无显著差异(P>0.05);对于右上第一磨牙的雕刻,多面体法组的雕牙成绩比1/2等分法组高(P<0.05)。11个月后,上述2个牙的雕刻,2种方法所取得的成绩与初学时相比均有显著进步(P<0.01);但对于右上中切牙的雕刻,2组的进步无显著差别(P>0.05);而对于右上第一磨牙的雕刻,1/2等分法组学生进步大于多面体法组(P<0.01)。结论:针对不同牙位、不同学习阶段,应教授合适的雕刻方法,以提高学生的牙体雕刻水平。     

Apical root canal anatomy in the dog

Abstract 240 permanent teeth from 8 different dogs aged 1, 3, 8, 10, 15 years, were used for an anatomic study. The teeth were cleaned, their root canal system was stained with dye, then the teeth were decalcified and cleared to determine the root canal anatomy. The apical root canal anatomy in dogs can be described as a “sprinkler-rose” anatomy: at the tip of the pulpal canal, the canal is divided in numerous narrow channels radiating peripherally through the dentin and the cementum and ending in numerous apical foramina on the cementum surface. This architecture constitutes a very complex apical delta.     

显微CT在牙体解剖数字化教学中的应用

目的利用显微CT构建牙齿三维数字模型,将其运用到牙体解剖数字化教学中以提高教学质量。方法用SCANCO MicroCT μ80显微CT仪对离体牙进行高精度扫描和三维重建,构建牙齿不同结构的三维数字模型并组合重建,获得牙齿三维模型和数字图像。结果釉质的三维模型清楚地显示了釉质形态、解剖标志和釉质厚度的变化。髓腔根管的三维模型清楚地显示了髓腔、根管和侧枝根管的立体结构。牙齿整体的三维模型实现了在1个模型/图片上显示不同组成部分在整体中的位置、层次和形态特点。结论对牙齿进行显微CT扫描后获得的数字资料能够丰富牙体解剖数字化教学的内容,突破髓腔和根管解剖教学的瓶颈,提高教学的质量和效率。     

口腔医学专业开设眼眶解剖和眼眶影像课程的实践及探索

目的： 探讨眼眶解剖与影像学结合在口腔医学专业学生眼眶解剖课程中的教学效果。方法： 对87名口腔医学专业学生设计并开展“眼眶解剖及眼眶影像”课程,将教学大纲范围内的眼眶解剖一节与影像学相结合,引入临床实例进行大课教学。课程开展期间,以同期93名临床医学专业学生为对照（单纯眼眶解剖教学）。总课程结束后进行试卷考核,对2组学生掌握眼眶解剖的专业知识程度进行比较。自编问卷调查表,对在读口腔医学专业学生和毕业1年以上口腔临床医师进行问卷调查,评价口腔医学专业开设“眼眶解剖及眼眶影像”课程的教学效果。采用SPSS 22.0软件包对数据进行独立样本t检验。结果： 既往口腔医学专业学生的平均分为7.5分,临床医学专业学生的平均分为8.67,2组存在显著差异（P=0.004）。开设眼眶解剖及眼眶影像课程的口腔医学专业学生的平均得分为9.67分,临床医学专业学生的平均得分为9分,2组比较无显著差异（P=0.184）。问卷调查结果显示,口腔医学专业学生课后复习时间为20 min,临床医学专业学生课后复习时间为30 min。74.7%的口腔医学专业学生和80%的口腔医师在此之前未系统学习过眼眶解剖及影像课程;87.4%的口腔医学专业学生和100%的口腔医师认为开展眼眶影像学课程有助于掌握眼眶的解剖特点;89.7%的口腔专业学生和100%的口腔医师认为开设眼眶影像课程对口腔医师的临床工作有帮助。结论： 眼眶解剖及眼眶影像课程针对口腔医学专业设计,是对原有大纲的补充和完善。在口腔医学专业开设眼眶影像课程,成功激发了学生的学习兴趣,培养了学生的整体思维和综合思维能力,有助于学生掌握眼眶解剖学的知识点,缩小与临床医学专业学生的教学差距。     

The dental student as a technician: Preclinical and clinical laboratory programs in fixed prosthodontics

PURPOSE: A 2-part survey of United States dental schools was conducted. The first part of the survey was published in 1998 and determined the curricular structure, techniques taught, and materials used in predoctoral fixed prosthodontics courses. The purpose of the second part of the survey was to ascertain the delegation of laboratory procedures in preclinical and clinical fixed prosthodontic programs. MATERIALS AND METHODS: The survey was mailed to the course directors of predoctoral fixed prosthodontic programs at 53 US dental schools. Of these, 42 schools returned the completed survey, resulting in a response rate of 79%. RESULTS: Results from this survey show that certain laboratory procedures in preclinical and clinical fixed prosthodontics are completed by dental laboratories (either in-house or commercially available laboratories). CONCLUSIONS: For the preclinical programs of fixed prosthodontics, there is more student involvement in the completion of laboratory procedures in the dental schools surveyed. In clinical fixed prosthodontic programs, there is a high emphasis on patient care and less on laboratory techniques that can be delegated to laboratory technicians.     

Replacement of missing teeth in a southern region of Vietnam — a descriptive dental laboratory study

Aim : To explore whether tooth replacement in a southern region of Vietnam is in line with the primary health care approach, aiming at health services for all people at affordable costs. Methods : Tooth replacement was investigated by means of prostheses as delivered by four dental laboratories of which the output was considered representative. Information was based on dental casts related to the prostheses. Results : Prostheses replaced almost all missing teeth, irrespective of the types (interrupted or shortened dental arches) and numbers of missing teeth in the dental arch they were made for. Acrylic removable partial dentures were the most common prostheses delivered (65% of removable partial dentures). Conclusion : It cannot be stated that dental arch conditions in this study were representative for the southern Vietnamese population. However, it is concluded that dental practitioners tend to provide complete dental arches by tooth replacements. This morphologically based approach might introduce over treatment. In line with primary oral health care, a functionally oriented treatment management, including the shortened dental arch concept, should be implemented.     

口腔材料学不同教学模式的探讨

目的 比较口腔材料学的线上、线下以及线上线下混合式教学模式的教学效果,促进网络化教学模式在口腔教学中的应用。方法 随机选取上海交通大学口腔医学院口腔专业学生为研究对象;其中2016级39名学生采用传统线下教学;2017级44名学生采用线上教学模式;2018级49名学生开展线下教学结合线上网课的混合式教学模式。对3个班级学生的考试成绩(平均分、优秀率、良好率、合格率和不及格率）进行比较和统计,分析线上线下混合式教学模式的教学实践及教学效果。结果 传统线下教学学生的成绩为(70.77±15.59）分,优秀率为15%,不及格率为20%;线上教学学生的成绩为(66.25±15.85）分,优秀率为2%,不及格率为30%;混合式教学模式的学生的成绩为(78.98±11.64）分,优秀率为29%,不及格率为0%;3组学生的平均分差异具有统计学意义(P<0.05）,与单一线上和线下教学模式相比,线上线下混合式教学模式能明显提高学生考试成绩的优秀率,降低不及格率。结论 单纯线上或线下的教学模式均各有利弊,两者混合式教学模式能更好地提升教学质量和教学效果。     

The value of a questionnaire in assessing the acquisition and retention of basic science knowledge by dental students

This cross-sectional study aimed to assess and compare, by performances in a questionnaire, the level of knowledge of basic medical sciences in 6th-form school pupils studying science subjects as entrance requirements to University and in 2nd, 3rd and 4th-year undergraduate dental students. A 40-part multiple response, true/false questionnaire, testing recall of factual knowledge in anatomy, biochemistry, physiology and oral biology, was used as the method of assessment. The results suggested that this simple format was an acceptable and useful method of assessment of the knowledge level of the study groups. The difference in scores of knowledge, expected to be higher in 2nd-year students compared to 6th form groups, was greatest in anatomy and oral biology, less in biochemistry and, unexpectedly, was not apparent in physiology. A difference in performance on the knowledge questionnaire was observed between 4th and 2nd year dental students, attributable primarily to decreased scores for 4th year dental students in biochemistry and, to a lesser extent, anatomy. The results obtained with this standardised test of factual knowledge recall may be of value to teachers compiling medical sciences courses for dental undergraduates and to those planning and evaluating new curricula with a less didactic approach.     

Importance of anatomy in dental implant surgery

BackgroundThe knowledge of nerves and vessels in the maxillofacial region, particularly the anatomical structures in the maxilla, mandible, tongue muscles, and salivary glands, is essential for dental surgeons. In addition, the structures in the mandibular canal, palate, and maxillary sinus should be understood well.HighlightThe arteries and nerves in the maxillofacial region were observed in this study. Some variations in the origin of the inferior alveolar artery were found. Notably, the variations in the origin of the inferior alveolar artery from that of the external carotid artery and a double origin of the inferior alveolar artery were observed. Thus, the maxillary artery may originate from the external carotid and stapedial arteries. The following points are important. (1)The greater palatine artery is always located deeper than the greater palatine nerve. (2)The posterior superior alveolar artery often runs through the compact bone of the maxilla. Using CT scans, the canal of the artery can be observed. (3)Variations in origins of the inferior alveolar artery have been observed. The origin of the inferior alveolar nerve may differ depending on the course of the maxillary artery.ConclusionsDental practitioners should, therefore, have a comprehensive knowledge of the anatomy of the maxillofacial region and its variations. Without this knowledge, they should not operate on patients.