Shanghai kou qiang yi xue = Shanghai journal of stomatology · 2017
[Case-based learning based on CBCT software in clinical teaching of oral and maxillofacial radiology].
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Zhu Ling, Cao Xia, Tao Xiao-Feng
Аннотация
PURPOSE: To compare the teaching result of case-based learning based on cone-beam CT (CBCT) software and traditional pantomography.
METHODS: Thirty-eight interns (7-year programme) of grade 2011 from College of Stomatology, Shanghai Jiao Tong University were enrolled. The inner diameter of the nasopalatine ducts (A), the length of upper canine's pulp cavity (B), the length between root furcation of upper first molar and the maxillary sinus (C), the length between the root of lower wisdom tooth and the inferior alveolar nerve (D) were measured on pantomographic films and CBCT in the same case. The results of 38 interns were evaluated by Chi-square test with SPSS 16.0 software package. A questionnaire, given to the whole group of interns, was used to evaluate the teaching effect and the understanding of the 2D and 3D conception of the radiologic films.
RESULTS: Only 3 data A, 14 data B, 10 data C, and 16 data D were measured on pantomography, respectively. Thirty-eight data A, 36 data B, 37 data C, and 38 data D were measured on CBCT. Significant difference was found between measurements on CBCT and pantomography in 4 groups (P<0.05). 38 interns finished the questionnaires survey. More than 95% interns delivered positive comments in inspiring interest, deepening knowledge, improving clinical thinking ability, and etc. CONCLUSIONS: Case-based learning based on CBCT software for measuring anatomic structures and building 3D concept can improve the quality in oral and maxillofacial radiology learning, deepen the understanding of the specialty, and increase efficacy of clinical teaching.
METHODS: Thirty-eight interns (7-year programme) of grade 2011 from College of Stomatology, Shanghai Jiao Tong University were enrolled. The inner diameter of the nasopalatine ducts (A), the length of upper canine's pulp cavity (B), the length between root furcation of upper first molar and the maxillary sinus (C), the length between the root of lower wisdom tooth and the inferior alveolar nerve (D) were measured on pantomographic films and CBCT in the same case. The results of 38 interns were evaluated by Chi-square test with SPSS 16.0 software package. A questionnaire, given to the whole group of interns, was used to evaluate the teaching effect and the understanding of the 2D and 3D conception of the radiologic films.
RESULTS: Only 3 data A, 14 data B, 10 data C, and 16 data D were measured on pantomography, respectively. Thirty-eight data A, 36 data B, 37 data C, and 38 data D were measured on CBCT. Significant difference was found between measurements on CBCT and pantomography in 4 groups (P<0.05). 38 interns finished the questionnaires survey. More than 95% interns delivered positive comments in inspiring interest, deepening knowledge, improving clinical thinking ability, and etc. CONCLUSIONS: Case-based learning based on CBCT software for measuring anatomic structures and building 3D concept can improve the quality in oral and maxillofacial radiology learning, deepen the understanding of the specialty, and increase efficacy of clinical teaching.