探讨三维数字化设计软件在牙体解剖形态教学中的应用效果。

以广州医科大学2019级口腔医学专业52名本科生为研究对象，SPSS随机数分组法分成A、B两组，每组26人。两阶段课程内容依次为前牙组、后牙组牙体解剖形态，采用交叉对照设计，第一次授课，A组采用传统课堂教学，B组采用数字化课堂教学；第二次授课，A组采用数字化课堂教学，B组采用传统课堂教学。通过随堂测验及问卷调查分析三维数字化设计软件辅助牙体解剖形态教学的效果及学生满意度。对两组随堂测验评分进行独立样本t检验，并对问卷调查结果进行描述性分析。

"数字化课堂"组的随堂测验成绩优于传统课堂组。在前牙及尖牙教学中，"数字化课堂"组与传统课堂组随堂测验得分分别为（30 ± 4）和（27 ± 8）分，差异无统计学意义（t = -1.459，P = 0.151）；在前磨牙及磨牙的教学中，"数字化课堂"组与传统课堂组随堂测验得分分别为（53 ± 9）和（47 ± 9）分，差异有统计学意义（t = -2.455，P = 0.018）。调查问卷显示，大部分学生高度认同"数字化课堂"，认为"牙体三维模型能真实反映解剖特征""能更生动形象地帮助学习牙体解剖形态""具有更好的学习互动体验"。

三维数字化设计软件辅助牙体解剖形态教学可以在一定程度上提升学生课堂学习效果，可应用于其他知识模块，为探索数字化口腔医学教育的教学改革提供参考。

To research on the effect of three-dimensional digital design software in the teaching of dental morphology.

Fifty-two undergraduates majoring in stomatology from grade 2019 of School of Stomatology, Guangzhou Medical University were randomized by SPSS software into two groups (Group A and B) with 26 cases in each. Tooth morphology courses of anteriors and posteriors were delivered in sequence to both groups with a cross-over design. In the first course on anteriors, traditional classroom teaching was applied in group A while digital classroom teaching in group B. During the second course on posteriors, students of group A were engaged in digital classroom teaching while group B in traditional classroom teaching. In-class quizzes and surveys were conducted to evaluate the application effect and satisfaction degree of the three-dimensional digital design software in the teaching of dental morphology from the perspective of students. The results of the two groups were analyzed by independent sample t-test and descriptive analysis.

With the application of three-dimensional digital design software, students had better performance in the quizzes. In the teaching of anteriors, the test scores of the digital group and traditional group were (30 ± 4) and (27 ± 8) without statistical significance (t = -1.459, P = 0.151) . In the teaching of posteriors, the test scores of the digital group and traditional group were (53 ± 9) and (47 ± 9) , respectively, with statistical significance (t = -2.455, P = 0.018) . The results of questionnaire demonstrated that most students highly approved the following viewpoints: "Three-dimensional virtual dental model can truly represent the anatomical characteristics of teeth and it is vividly shown to help students understand the knowledge of dental morphology and provide a better interactive learning experience".

Three-dimensional digital design software-aided tooth morphology teaching is conductive to improve academic performance to some extent and it is worth of promotion in other knowledge modules. This paper can serve as an example for reform and innovation of digital dentistry teaching.