关键词: 视频反馈教学方法, 牙体预备, 肌肉骨骼疾病

Abstract: Objective    To explore the application effect of the video feedback teaching method in the practical teaching of tooth preparation for prosthodontics. Methods    The study was conducted from December 2022 to March 2023 at the Teaching Center，Virtual Simulation Center，School of Stomatology，the Fourth Military Medical University. Totally 30 undergraduate students from the 2020 cohort majoring in dentistry at the Fourth Military Medical University，who were about to enter clinical internships，were selected. Using a random number table method，they were divided into a research group and a control group，with each group consisting of 15 students. The students in the research group and control group received specialized concentrated training in prosthodontic tooth preparation by video feedback teaching methods and traditional teaching methods respectively. Before and after the training，both groups of students completed an assessment of preparing maxillary central incisor full crown restorations on a simulated dental model. The assessment included comparison of positioning scores（lower scores indicating better positioning）and tooth preparation morphology scores（higher scores indicating better preparation results）between the two groups. After the assessment，the students in the research group anonymously filled out a survey to evaluate the effectiveness of the video feedback teaching method. Results    Before the training，there were no statistically significant differences in tooth preparation morphology scores or positional scores between the research group and the control group（both P > 0.05）. After the training，the tooth preparation morphology scores in both groups significantly increased compared to before the training，while the positioning scores significantly decreased. Additionally，the positioning score in the research group ［（17.73 ± 2.12）points］ was significantly lower than that in the control group ［（19.80 ± 1.86）points］，and these differences were statistically significant（all P < 0.05）. However，there was no statistically significant difference in tooth preparation morphology scores between the two groups（t = -0.507，P = 0.616）. After the assessment，a questionnaire survey was conducted among the research group students. It was found that students gave high ratings to the video feedback teaching method，with mean scores exceeding 4 points in all aspects. Particularly，they rated it highly in terms of improving attention during teaching activities and their willingness to use this method for practical training sessions. Conclusion    Compared to traditional teaching methods，the application of video feedback teaching methods in practical tooth preparation for prosthodontics appears to be more effective in standardizing positional accuracy and provides higher-quality feedback. This suggests that it is worthy of further exploration and application.

Key words: video feedback teaching method, tooth preparation, musculoskeletal disorders