中国实用口腔科杂志

中国实用口腔科杂志 ›› 2026, Vol. 19 ›› Issue (3): 328-332.DOI: 10.19538/j.kq.2026.03.012

• 口腔医学教育研究专栏 • 上一篇    下一篇

虚拟仿真教学在牙周病学实践教学中的应用效果评价

廖    悦1a，2，董家辰1a，2，陈慧文1a，2，周可聪1a，2，林育华2，陶    疆1b，2，宋忠臣1a，2   

  1. 1. 上海交通大学医学院附属第九人民医院a牙周病科，b口腔综合科，上海 200011；2. 上海交通大学口腔医学院，国家口腔医学中心，口腔疾病国家临床医学研究中心，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
  • 出版日期:2026-05-30 发布日期:2026-05-30
  • 通讯作者: 宋忠臣
  • 基金资助:
    上海交通大学医学院本科核心课程建设项目（DGD-2024-14）；上海交通大学医学院本科荣誉课程建设项目（DGD-2024-07）；上海交通大学医学院附属第九人民医院教学型医师项目（JXXYS-2023-4）；上海交通大学医学院附属第九人民医院临床教学激励计划团队；上海交通大学教学发展基金（CTLD25J 0013）

  • Online:2026-05-30 Published:2026-05-30

摘要： 目的    采用口腔虚拟仿真教学系统结合仿真头模实训的教学方法，评价虚拟仿真教学在牙周病学实践教学中的应用效果，为牙周病虚拟仿真教学的推进提供理论支持。方法    选取上海交通大学口腔医学专业2020级和2021级四年级本科生共132名，其中，2021级学生为研究组（64名，采用口腔虚拟仿真教学系统结合仿真头模实训），2020级学生为对照组（68名，采用传统仿真头模实训）。通过调查问卷的形式评价研究组学生对牙周病学口腔虚拟仿真教学系统教学效果、教学内容和操作体验的满意情况，并比较研究组和对照组学生在病史收集、牙周专科检查、龈上洁治和龈下刮治的课堂操作评分差异。结果    调查问卷结果显示，研究组学生对口腔虚拟仿真教学系统的教学效果平均分为4.47分、教学内容平均分为4.60分、操作体验平均分为4.59分，多数学生（超过80%）同意该教学系统能够很好地展示牙周常用器械、能够更好地操作牙周器械、能够提高对牙周实习的兴趣、能够加深对牙周治疗步骤的理解、能够提高临床实训操作的学习效率、能够通过模拟诊疗为后续患者治疗提供操作基础，该系统讲授的理论知识点符合知识学习目标、培养的实践操作技能符合技能学习目标，以及该系统操作灵敏且易学易用、操作具有新鲜感、能够提供沉浸式诊疗情景、能够通过力学反馈系统提高爱伤意识。研究组学生病史收集和牙周专科检查的平均分［（45.72 ± 2.33）分］明显高于对照组［（43.12 ± 2.98）分］，龈上洁治和龈下刮治的平均分［（48.50 ± 1.81）分］明显高于对照组［（46.59 ± 2.90）分］，差异均有统计学意义（均P < 0.05）。结论    口腔虚拟仿真教学系统结合仿真头模实训的教学方法能够提高口腔医学本科生对牙周器械的认知及使用能力，改善临床实训操作的学习效率及效果，提高爱伤意识。

关键词: 虚拟仿真教学, 口腔医学本科生教育, 临床前实训教学

Abstract: Objective    To evaluate the effectiveness of virtual simulation teaching system combined with simulation head model training in periodontology education，and to provide theoretical support for promoting virtual simulation teaching in periodontology. Methods    A total of 132 fourth-year undergraduate students from the class of 2020 and 2021 were enrolled. The class of 2021（n = 64）served as the study group，taking virtual simulation teaching system combined with simulation head model training，while the class of 2020（n = 68）served as the control group，taking traditional simulation head model training only. Questionnaires were designed to assess the study group's satisfaction with teaching effectiveness，teaching content，and operational experience of the virtual simulation system. Practice scores for collecting medical history，periodontal examination，supragingival scaling，and subgingival scaling were compared between the two groups. Results    Questionnaire results demonstrated mean scores of 4.47 for teaching effectiveness，4.60 for teaching content，and 4.59 for operational experience in the study group. The majority of students（> 80%）agreed that the system effectively displayed common periodontal instruments，improved instrument manipulation skills，enhanced interest in periodontal practice，deepened understanding of treatment protocols，increased learning efficiency in clinical training，and provided a foundation for future patient care through simulated practice. The theoretical content aligned with knowledge-based learning objectives，and the practical skills was in accordance with skill learning objectives. The system was easy to operate and user-friendly，offered a novel learning experience，provided immersive clinical scenarios，and enhanced patient care awareness through haptic feedback. The study group achieved significantly higher mean scores in collecting medical history and periodontal examination ［（45.72 ± 2.33）vs.（43.12 ± 2.98），P < 0.05］，and in supragingival and subgingival scaling ［（48.50 ± 1.81）vs.（46.59 ± 2.90），P < 0.05］ compared with the control group（P < 0.05）. Conclusion    The teaching approach of virtual simulation teaching system combined with simulation head model training can enhance the theoretical and operational skills of periodontal instruments，improve the efficiency and effectiveness of clinical practice learning，and promote greater awareness of patient care among undergraduate dental students.

Key words: virtual simulation teaching, undergraduate education in stomatology, pre-clinical practice training teaching

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