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目的:通过对口腔本科生手工龈下刮治术的培训效果进行评价和分析,为提高牙周临床培训的效果提供参考。方法:对65名口腔医学系大四本科生进行8个学时的手工龈下刮治术的培训,培训过程中学生用Gracey刮治器在仿头模结合带有人工牙石的仿真牙列模型上进行操作,培训结束后指导教师对学生操作的要点、体位和刮治的效果进行评价和分析。结果:无论是对龈下刮治要点的掌握还是刮治的最终效果匀是前牙区好于后牙区,学生对器械型号、工作端及工作面的选择、器械的握持方式、用力方向和幅度掌握较好,对支点、角度、用力方式和体位掌握不佳。前牙区刮治后残留牙石的位点主要集中在袋底,后牙区残留牙石的位点比较分散,但多集中于根分叉,根面轴角和邻面接触点下方。结论:在进行手工龈下刮治术的培训中,指导教师应加强对学生支点、角度、用力方式和体位的培训,同时指导学生对残留牙石集中的部位进行重点检查,在条件允许的情况下学校应提供更多的时间和空间方便学生练习。
OBJECTIVE: To evaluate and analyze the effect of manual subgingival curettage of oral students in order to provide reference for improving the effect of periodontal clinical training. Methods: 65 undergraduates of department of stomatology were trained for 8 hours of hand-made subgingival curettage. During the training, the students performed the simulation with the Gracey scraper on the simulated dentition combined with the artificial dentition After the training, the instructor will evaluate and analyze the key points, posture and scraping effects of the students’ operation. Results: Whether it is mastery of the subgingival cure or the ultimate effect of cure, the anterior tooth area is better than the posterior tooth area. The students choose the device type, the working end and the working surface, the way of holding the device, the force direction And the rate of better grasp of the fulcrum, angle, hard way and posture mastery. The sites of residual calculus in the anterior teeth area were mainly concentrated in the bottom of the bag. The sites of residual calculus in the posterior teeth area were scattered, but were mostly concentrated in the root bifurcation, root axis angle and the contact points below the adjacent surface. Conclusion: During the training of manual subgingival curettage, the instructor should strengthen the training on the fulcrum, angle, force mode and position of the student, meanwhile, instruct the students to focus on the site of the residual tartar concentration. If possible, Schools should provide more time and space for students to practice.