中国口腔颌面外科杂志

中国口腔颌面外科杂志 ›› 2025, Vol. 23 ›› Issue (1): 72-76.doi: 10.19438/j.cjoms.2025.01.013

• 医学教育 • 上一篇    下一篇

人工智能辅助描点法在正颌头影测量教学中的应用效果评价

徐欣馨1,2, 李晓1   

  1. 1.上海交通大学医学院附属第九人民医院 口腔第二门诊部,上海交通大学口腔医学院,国家口腔医学中心,国家口腔疾病临床医学研究中心,上海市口腔医学重点实验室,上海市口腔医学研究所,上海 200011;
    2.江苏省口腔医院,江苏 南京 210000
  • 收稿日期:2024-08-14 修回日期:2024-09-04 出版日期:2025-01-20 发布日期:2025-01-23
  • 通讯作者: 李晓,E-mail: 1315771252@qq.com
  • 作者简介:徐欣馨（1996-）,女,硕士,E-mail: 1975141019@qq.com
  • 基金资助:
    上海交通大学医学院附属第九人民医院基础研究助推计划资助（JYZZ225）

The application of artificial intelligence-assisted tracing method in orthognathic cephalometric measurement teaching

XU Xin-xin1,2, LI Xiao1   

  1. 1. Second Dental Center, Shanghai Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine; College of Stomatology, Shanghai Jiao Tong University; National Center for Stomatology; National Clinical Research Center for Oral Diseases; Shanghai Key Laboratory of Stomatology; Shanghai Research Institute of Stomatology. Shanghai 200011;
    2. Jiangsu Provincial Stomatological Hospital. Nanjing 210000, Jiangsu Province, China
  • Received:2024-08-14 Revised:2024-09-04 Online:2025-01-20 Published:2025-01-23

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摘要： 目的：探讨人工智能辅助扫描法在正颌头影测量教学中的应用效果。方法：选取2023年6月—2024年6月在上海交通大学医学院附属第九人民医院口腔第二门诊实习的本科四年级学生24名作为研究对象,随机分为试验组和对照组,每组12名。以“错畸形”章节的内容为基础,试验组使用人工智能对X线片进行头影测量,对照组按照传统方法对X线片进行头影测量。通过问卷调查、理论测试、头影测量操作考试等方式对2种教学方法的效果进行评价。采用SPSS 27.0软件包对数据进行统计学分析。结果：试验组学生对理论知识的理解和案例分析结果均优于对照组,差异有统计学意义（P<0.05);试验组头影测量精确度高于对照组,头影测量时间少于对照组,差异有统计学意义（P<0.05）。结论：人工智能辅助头影测量可显著提高头影测量的准确度及速度,帮助学生认识标志点等知识学习,增强教学效果,且学生认可度较高。

关键词: 人工智能, 正颌教学, 口腔正畸学, 头影测量

Abstract: PURPOSE: To evaluate the application effect of artificial intelligence-assisted scanning method in orthognathic cephalometry teaching. METHODS: From June 2023 to June 2024, a total of 24 fourth-year undergraduate students who practiced in the Second Dental Center, Shanghai Ninth People's Hospital Affiliated to Shanghai Jiao Tong University School of Medicine were selected as the study objects, and randomly divided into the experimental group and control group, with 12 students in each group. Based on the contents of the chapter "malocclusion", the experimental group used artificial intelligence to measure the cephalic image of X-ray films, while the control group used traditional method to measure the cephalic image of X-ray films. The results of the two teaching methods were evaluated by means of questionnaire survey, theoretical test and cephalometric operation test. SPSS 27.0 software package was used for data analysis. RESULTS: The students of experimental group were better than those of the control group in their understanding of theoretical knowledge, results of case analysis, and the differences were statistically significant(P<0.05). The accuracy of cephalometric measurement in the experimental group was higher than that in the control group, and the cephalometric measurement time in the experimental group was less than that in the control group, and the difference was statistically significant(P<0.05). CONCLUSIONS: Artificial intelligence-assisted cephalometric measurement can significantly improve the accuracy and speed of projection measurement, help students understand the theoretical learning such as landmarks, enhance the teaching effect, and students have a high degree of recognition.

Key words: Artificial intelligence, Orthognathic teaching, Orthodontics, Cephalometric measurement

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