[Comparison of two training protocols in periodontal surgery teaching for undergraduate students].

Objective: To compare the efficacies of two training protocols, i.e. the multimedia instruction and the conventional method, in periodontal surgery teaching for undergraduate students. Methods: One hundred and twenty-three dental undergraduates in their pre-clinical training course were recruited and divided into two groups according to the learning grade matching principle: the experimental group (multimedia instruction, 60 students) and the control group (conventional method, 63 students). The teaching aim was to train the students gingivectomy and periodontal flap surgery by using the pig jaws. The conventional teaching method of teacher-demonstrating and student-practicing was used in the control group, and the practice time of the students' for each surgery was 45 minutes. A standardized teaching video combined with the teachers' explanations of the key steps was used in the experimental group. The students' practice time for each surgery was 60 minutes. The efficacy of teaching protocol was evaluated by the teachers according to the scoring criteria set by the teaching group. Results: In gingivectomy training, accuracy of fixed points, angle of postoperative gingival margin and morphology of gingiva of the experimental group were better than those of the control group. The experimental group also had more complete and continuous excised gingivae and more thorough adjacent gingival removal. The total scores of the experimental group were significantly higher than those of the control group (92.8±2.6 vs. 89.9±3.7, P<0.05). In periodontal flap surgery training, the experimental group operated the blade around the shape of the tooth better in internal bevel incision than the control group. Additionally, the incision position of internal bevel incision, periosteal integrity after flapping and flap depth of the experimental group were better than those of the control group. Besides, the experimental group had smoother flap edge and more thorough debridement. The total scores of the experimental group were significantly higher than those of the control group (92.2±4.1 vs. 89.2±4.4, P<0.05). Conclusions: The teaching efficacy of multimedia instruction was better than that of the conventional method. Its value needs to be further tested in future teaching practice.目的： 比较多媒体教学和传统示教用于口腔本科教学中牙周手术教学的效果。 方法： 将北京大学口腔医学院123名开始牙周前期实习的口腔本科生按照成绩均衡匹配原则分为试验组（60人）和对照组（63人）。教学内容为使用猪颌骨模型训练龈切术和翻瓣术。对照组采用传统的教师示教、学生练习的教学方法，每个学生每种术式的练习时间为45 min；试验组采用观看标准教学录像结合教师讲解关键步骤的示教方法，每个学生每种术式的练习时间为60 min。手术教学效果由教师根据教研室制定的评分标准进行评价。 结果： 龈切术教学效果：试验组定点准确程度、术后牙龈边缘角度、牙龈形态均优于对照组，且切除的牙龈更完整连续，邻面牙龈去除更到位，评价总分[（92.8±2.6）分]显著高于对照组[（89.9±3.7）分]（P<0.05）。翻瓣术教学效果：试验组对内斜切口刀片围绕牙齿外形操作的掌握、内斜切口的进刀位置、翻瓣后骨膜的完整性、翻瓣深度均优于对照组，且龈瓣边缘更整齐，清创更到位，评价总分[（92.2±4.1）分]显著高于对照组[（89.2±4.4）分]（P<0.05）。 结论： 多媒体教学用于牙周手术教学的效果优于传统示教，其推广价值还需要在教学实践中进一步检验。.