中国实用口腔科杂志

中国实用口腔科杂志 ›› 2026, Vol. 19 ›› Issue (4): 481-485.DOI: 10.19538/j.kq.2026.04.015

• 口腔医学教育研究专栏 • 上一篇    下一篇

人工智能赋能儿童口腔医学本科课程建设教学效果研究

蒙明梅，周    媛，舒    睿，邹    静   

  1. 口腔疾病防治全国重点实验室 国家口腔医学中心 国家口腔疾病临床医学研究中心 四川大学华西口腔医院儿童口腔科，四川 成都 610041
  • 出版日期:2026-07-30 发布日期:2026-07-30
  • 通讯作者: 邹静
  • 基金资助:
    四川大学高等教育教学改革工程（第十期）研究项目（SCU10173）；四川大学医学教材建设研究项目（SCUYJ0134）

  • Online:2026-07-30 Published:2026-07-30

摘要： 目的    评估人工智能赋能儿童口腔医学本科课程建设的教学效果。方法    选取32名四川大学华西口腔医学院2020级本科生作为对照组，采用传统线下教学方法（理论授课结合实验操作教学）；选取36名四川大学华西口腔医学院2021级本科生作为研究组，在沿用传统线下教学的同时引入人工智能课程（包括知识图谱、问题图谱、能力图谱和教学资源），形成个性化学习路径，帮助教师掌握学生学习情况。对比分析2组学生成绩及成绩分布情况。结果    研究组学生平均成绩为（85.78 ± 5.52）分，高于对照组［（82.80 ± 4.79）分］，差异有统计学意义（t = 2.370，P = 0.021）。2组在不同成绩等级的人数分布之间存在显著差异（Z = -2.230，P = 0.026）；研究组高分段成绩（90 ~ 100分）学生占比（25.0%）较对照组（6.3%）大。结论    人工智能赋能的儿童口腔医学教学可提高本科生对知识的掌握程度，具有良好的教学效果；但其推广价值仍需在大样本的教学研究中进一步验证，并在实际应用中持续优化完善。

关键词: 人工智能, 儿童口腔医学, 教学研究

Abstract: Objective    To evaluate the teaching effect of artificial intelligence（AI）-empowered construction of undergraduate pediatric dentistry curriculum. Methods    A total of 32 undergraduate students（Class of 2020）from West China School of Stomatology，Sichuan University were enrolled as the control group and received traditional offline teaching（theoretical lectures combined with practical operation training）. Another 36 undergraduate students（Class of 2021）from the same school were assigned to the study group. The study group received AI courses in addition to traditional offline teaching. The AI courses included knowledge graphs，question graphs，competency graphs and teaching resources，which construct personalized learning pathways and help teachers to monitor students′ learning status. Academic scores and score distribution were compared between the two groups and analyzed. Results    The average score of the study group（85.78 ± 5.52）was higher than that of the control group（82.80 ± 4.79），with a statistically significant difference（t = 2.370，P = 0.021）. A significant difference was found in the distribution across score categories between the two groups（Z = -2.230，P = 0.026）. The study group had a higher proportion（25.0%）of high-score students（90 - 100）than the control group（6.3%）. Conclusion    AI-empowered teaching in pediatric dentistry can improve undergraduates′ knowledge mastery and achieve favorable teaching outcomes. Nevertheless，its promotion needs further verification via large-sample teaching studies，and continuous improvement is required in practical application.

Key words: artificial intelligence, pediatric dentistry, teaching study