探讨Simodent虚拟仿真系统进行龋病备洞教学和传统仿头模备洞教学在评判学生实验成绩上的差异。

在中山大学光华口腔医学院口腔医学专业2012级五年制本科生的龋病教学中同时应用Simodent虚拟仿真系统备洞教学和传统仿头模备洞教学，记录每一位学生进行虚拟备洞时的操作时间、洞底偏差和洞缘偏差，同时记录每一位学生进行传统备洞（石膏牙备洞及树脂牙备洞）时的主观评分成绩，对Simodent虚拟仿真系统的教学效果使用调查问卷。利用SPSS 20.0统计软件对所有学生成绩及收集的问卷调查数据进行录入，并采用单因素方差检验统计方法进行分析。

传统仿头模备洞（石膏牙备洞及树脂牙备洞）教学评分相对主观，学生成绩较为平均，差异无统计学意义（t_石膏牙= 0.33，P_石膏牙= 0.72；t_树脂牙= 0.50，P_树脂牙= 0.61）；Simodent虚拟系统通过自身携带的评分软件更精确的评估出每位学生的操作水平，不同组学生间差异具有统计学意义（t_操作时间= 1.04，P_操作时间= 0.04；t_洞底偏差= 1.70，P_洞底偏差= 0.02）；调查问卷结果显示，大多数学生可接受Simodent虚拟仿真系统教学，并认为在经过传统备洞教学后更容易掌握虚拟仿真系统，虚拟仿真系统在数据模块及操作等方面需做进一步的改进。

Simodent虚拟系统在客观评估学生操作精准度方面较传统仿头模教学有明显的优势，进一步完善数据模块后将会更加顺应未来仿真模拟教学的需要。

To investigate the differences between Simodent virtual simulation system and traditional head-simulation model in the evaluation of students′ training score with cariology laboratory course.

Both of Simodent virtual simulation system and traditional head-simulator were simultaneously applied among 2012 grade five-year BDS students of Guanghua School of Stomatology, Sun Yat-sen University. During cavity preparation, each students′ operating time, deviation of floor of cavity and cavity rim with Simodent virtual simulation system, as well as subjective scores with traditional method (plaster and resin teeth) were recorded. Teaching questionnaire was applied to investigate the teaching effects of Simodent virtual simulation system. Using SPSS 20.0 statistical software, all of the students′ scores and the questionnaire data were recorded and analyzed by the statistical method of One-Way ANOVA.

The teaching scores of traditional head-simulation model were relatively subjective, and there were no significant differences of students′ scores (t_plaster= 0.33, P_plaster= 0.72; t_resin= 0.50, P_resin= 0.61) . Simodent virtual simulation system was able to evaluate the operating level of each student more accurately, and there were significant differences between different groups of students (t_time= 1.04, P_time= 0.04; t_deviation= 1.70, P_deviation= 0.02) . Results of questionnaire revealed that most students could accept Simodent virtual simulation system, and the system was much easier to master after the training of traditional cavity preparation. Virtual simulation system required further improvement in aspects of data module and operating.

Traditional head-simulation model should be applied in combination with Simodent virtual simulation system. Simodent virtual system has obvious advantages in the assessment of operation accuracy, and it will be more responsive to the needs of future simulation teaching with further improvement.