中国口腔颌面外科杂志

中国口腔颌面外科杂志 ›› 2020, Vol. 18 ›› Issue (1): 68-70.doi: 10.19438/j.cjoms.2020.01.014

• 医学教育 • 上一篇    下一篇

三维重建技术在下颌阻生第三磨牙拔除术临床教学中的应用

刘芷扬, 陈敏洁, 张伟杰, 魏文斌, 韩孜祥, 柴盈   

  1. 上海交通大学医学院附属第九人民医院·口腔医学院 口腔外科,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
  • 收稿日期:2019-07-23 出版日期:2020-01-20 发布日期:2020-03-09
  • 通讯作者: 陈敏洁,E-mail:chenminjie00@126.com
  • 作者简介:刘芷扬(1994-),女,在读硕士研究生,E-mail:lzy_sjtu@foxmail.com
  • 基金资助:
    上海交通大学医学院教学项目(YB170702);上海市科委生物医药重点项目(16411953300);上海交通大学医工交叉项目(YG2016QN06);上海交通大学医学院附属第九人民医院临床研究型MDT项目(201701018)

Application of three-dimensional reconstruction technique in clinical teaching of mandibular third molar extraction

LIU Zhi-yang, CHEN Min-jie, ZHANG Wei-jie, WEI Wen-bin, HAN Zi-xiang, CHAI Ying   

  1. Department of Oral Surgery, Shanghai Ninth People's Hospital, College of Stomatology, Shanghai Jiao Tong University School of Medicine; National Clinical Research Center for Oral Diseases; Shanghai Key Laboratory of Stomatology & Shanghai Research Institute of Stomatology. Shanghai 200011, China
  • Received:2019-07-23 Online:2020-01-20 Published:2020-03-09

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摘要： 目的: 探讨三维重建技术在阻生牙拔除术临床教学中的应用。方法: 运用三维重建软件Mimics 20.0,将下颌阻生第三磨牙与周围组织,包括邻牙,下牙槽神经管及周围颌骨的位置关系通过三维方式呈现。在上海交通大学口腔医学院实习学生中选取40人,随机分为三维重建学习组和传统教学组2组,每组各20名学生。分别进行阻生牙拔除术临床教学,并在教学课程结束后对学生进行理论考核、综合实践考核及问卷调查,采用SPSS 23.0软件包对数据进行统计学分析。结果: 2组学生阻生牙相关理论考核成绩无显著差异,但三维重建学习组在综合能力考核中显著优于传统教学组。问卷调查显示,三维重建学习组学生对学习的满意度高于传统教学组。结论: 通过三维重建技术进行临床教学,加深了学生对阻生牙理论知识及应用的理解,且提升了学生的学习兴趣。

关键词: 三维重建技术, 阻生牙拔除术, 临床教学

Abstract: PURPOSE: To explore the application of three-dimensional reconstruction technique in clinical teaching of impacted tooth extraction. METHODS: Using the three-dimensional reconstruction software Mimics 20.0, the positional relationship between the mandibular third molar and the surrounding tissues, including the adjacent teeth, the inferior alveolar nerve canal and the surrounding jaw bone, were presented in three dimensions. Among the interns of Shanghai Jiao Tong University College of Stomatology, 40 students were randomly divided into two groups: the three-dimensional reconstruction study group and the traditional teaching group, 20 students in each group. The clinical teaching of impacted tooth extraction was performed separately, and the students were subjected to theoretical assessment, comprehensive practice assessment and questionnaire survey after completion of the teaching course. The data were analyzed with SPSS 23.0 software package. RESULTS: There was no significant difference in the theoretical assessment between the two groups of students, but the three-dimensional reconstruction teaching group was significantly better than the traditional teaching group in comprehensive ability assessment. Questionnaire survey showed that students in the 3D reconstruction teaching group were more satisfied with the learning results than the traditional teaching group. CONCLUSIONS: Clinical teaching through 3D reconstruction technology has deepened the students' understanding of the theoretical knowledge and local anatomy of impacted teeth, and has improved the students' interest in learning. Therefore, 3D reconstruction technology has broad application prospects in the clinical teaching of impacted tooth extraction, which can greatly improve the quality of clinical teaching.

Key words: Three-dimensional reconstruction technique, Impacted tooth extraction, Clinical teaching

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