Abstract: Objective    To evaluate the effect of interactive short-video teaching in the preclinical training of periodontology supragingival scaling teaching for dental undergraduate students. Methods    A total of 81 undergraduate students（Class of 2020）from the School of Stomatology，Peking University were enrolled. According to the principle of randomization，students were randomly assigned in advance by the Education Office to a study group（n = 40）and a control group（n = 41）. The study group received instructor demonstration combined with an interactive short-video teaching model，whereas the control group received traditional instructor demonstration alone. After the course，students′ manual supragingival scaling performance was assessed using a standardized examination comprising 10 items：posture，instrument selection，instrument grip，fulcrum，instrument placement position，instrument placement angle，force application method，force application direction，calculus removal，and gingival condition. After scoring，the control group also received the short-video instruction. A questionnaire survey was conducted in both groups to assess students′ perceptions of the content and effectiveness of the interactive short-video teaching. Results    The total score in the study group（92.9 ± 2.2）was higher than that in the control group（91.4 ± 3.0），with a statistically significant difference（t = 2.522，P = 0.014）. Among the 10 assessment items，the study group scored higher for instrument grip［9.0（9.0，10.0）］than the control group［9.0，（8.0，9.5）］，and the difference was statistically significant（Z = 2.389，P = 0.017）；no statistically significant differences were observed for the remaining items between the two groups（all P > 0.05）. The proportion of students with a total score ≥ 95 was higher in the study group（22.5%）than in the control group（9.8%），and the proportion with a total score < 90 was lower in the study group（7.5%）than in the control group（26.8%）. A significant difference was found in the distribution across score categories between the two groups（χ² = 6.333，P = 0.042）. A total of 81 questionnaires were distributed，and 80 valid questionnaires were collected，with a questionnaire collection rate of 98.8%. The questionnaire survey showed that all students expressed interest in the video content；93.8%（75/80）considered the video length appropriate and reported active participation during teaching. Regarding competency improvement，98.8%（79/80）believed that short videos helped enhance operational skills. In terms of procedural difficulty by tooth position，82.5%（66/80）reported the maxillary posterior teeth as the most difficult；48.8%（39/80）considered the short videos most helpful for operations on the maxillary posterior teeth. Conclusion    Interactive short-video teaching combined with traditional instructor demonstration can significantly improve the teaching effectiveness of supragingival scaling in the preclinical periodontal training；its broader applicability warrants further verification in teaching practice.

Key words: undergraduate education, stomatology, supragingival scaling, interactive short-video teaching, teaching reform

摘要： 目的    评价短视频交互式教学在口腔医学本科生牙周病学前期实习龈上洁治课程中的应用效果。方法    选取北京大学口腔医学院2020级本科生81名，按照随机原则由教育处预先分为研究组40名和对照组41名。研究组采用教师示教结合短视频交互式教学模式，对照组采用传统教师示教模式。课程结束后，通过标准化考核评价学生手工龈上洁治操作水平，包括体位、器械选择、器械握持、支点、器械放置位置、器械放置角度、用力方式、用力方向、牙石去净和牙龈状态共10项考核内容。考核评分完成后，对照组学生补充进行短视频教学，并采用问卷调查2组学生针对短视频交互式教学内容和效果的评价。结果    研究组总分［（92.9 ± 2.2）分］大于对照组［（91.4 ± 3.0）分］，差异有统计学意义（t = 2.522，P = 0.014）。在10项考核内容中，研究组器械握持评分［ 9.0（9.0，10.0）分］优于对照组［ 9.0（8.0，9.5）分］，差异有统计学意义（Z = 2.389，P = 0.017）；其余各项评分2组间差异均无统计学意义（均P > 0.05）。研究组总分≥ 95分人数占比（22.5%）高于对照组（9.8%），< 90分人数占比（7.5%）低于对照组（26.8%），2组在不同成绩等级的人数分布之间存在显著差异（χ² = 6.333，P = 0.042）。共发放问卷81份，收回有效问卷80份，问卷回收率为98.8%。问卷调查结果显示，所有学生对视频内容感兴趣，93.8%（75/80）的学生认为视频时长合理并在教学中能主动参与。在能力提升方面，98.8%（79/80）的学生认为短视频有助于提升操作能力。针对不同牙位操作难度，82.5%（66/80）的学生认为上后牙操作难度最大，48.8%（39/80）的学生认为短视频学习对提升上后牙操作能力的帮助最大。结论    短视频交互式教学结合传统教师示教可显著提升牙周病学前期实习龈上洁治的教学效果，其推广价值还需在教学实践中进一步检验。

关键词: 本科教育, 口腔医学, 龈上洁治, 短视频交互式教学, 教学改革