Abstract: Objective    To evaluate the application value of digital teaching resource of prosthodontics guided by post competency in undergraduate clinical practice teaching. Methods    Totally 42 undergraduate students who performed clinical practice in the Department of Prosthodontics，School of Stomatology，Air Force Military Medical University from July 2020 to June 2022 were divided into control group and experimental group. The control group adopted the traditional practice teaching model，and the experimental group adopted the model combined with the online learning mode of digital prosthodontics teaching resources guided by post competency. The teaching effect was evaluated according to the mini-clinical evaluation exercise（Mini-CEX）scores of the two groups at the end of the practice. Results    The students in the experimental group scored higher than those in the control group in 8 aspects of Mini-CEX，and the difference was statistically significant（P < 0.05）. The proportion of students in the experimental group with excellent performance in 8 aspects was higher than that in the control group，and the difference between the two groups in operational skills，doctor-patient communication and overall performance was statistically significant（all P < 0.05）. Conclusion    The combination of “online” learning of prosthodontics digital teaching resources guided by post competency with traditional "offline" practice teaching can effectively improve the practice teaching effect of prosthodontics practice teaching for undergraduates majoring in stomatology.

Key words: prosthodontics, post competence, digital teaching resource, undergraduate, practice teaching

摘要： 目的    评价以岗位胜任能力为导向构建的口腔修复学数字化教学资源库在本科生实习教学中的应用价值。方法    将2020年7月至2022年6月期间在空军军医大学口腔医院口腔修复科进行临床实习的42名本科生分为对照组和试验组，每组各21名。对照组采用传统“线下”实习教学方式，试验组采用传统“线下”实习教学方式与岗位胜任能力为导向的口腔修复学数字化教学资源“线上”学习的融合教学模式。比较分析两组学生实习结束时的改良迷你临床演练评估（mini-clinical evaluation exercise，Mini-CEX）考核成绩，评价实习教学效果。结果    试验组学生的Mini-CEX 8个方面考核成绩均高于对照组，差异均具有统计学意义（均P < 0.05）。试验组学生的8个方面考核成绩优秀人次占比均较对照组高，其中两组在操作技能、医患沟通及整体表现3个方面的差异具有统计学意义（均P < 0.05）。结论    通过以岗位胜任能力为导向的口腔修复学数字化教学资源“线上”学习与传统“线下”实习教学相融合的实习教学模式，可有效提升口腔医学专业本科生的口腔修复学实习教学效果。

关键词: 口腔修复学, 岗位胜任能力, 数字化教学资源, 本科生, 实习