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Assessing trends for developed INBDE questions: A dental school experience. 评估已开发的 INBDE 问题的趋势:牙科学校的经验。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-11-19 DOI: 10.1002/jdd.13790
Kyle E Wright, Irina F Dragan, Matthew Finkelman, Nadeem Karimbux, Samar Shaikh

Objectives: The aim of this study was to assess trends related to integrated questions created by fourth-year dental students as a part of the Basic Science and Clinical Science Spiral Seminar Series (BaSiCSsss) at Tufts University School of Dental Medicine (TUSDM).

Methods: Deidentified BaSiCSsss presentations from 2019 to 2023 were obtained from the Office of Academic Affairs at TUSDM. The integrated questions created by fourth-year dental students were extracted and compiled into an Excel sheet. Following the Joint Commission on National Dental Examinations (JCNDE) guidelines for the Integrated National Board Dental Examination (INBDE) question construction, each question was evaluated on 13 distinct categories. The categories consisted of 10 foundational knowledge (FK) and three clinical content (CC) areas. Calibration of the two investigators (Kyle E. Wright and Samar Shaikh) was performed. The chi-square test and Fisher's exact test were used to evaluate trends of FK and CC category representation across the 4 years.

Results: Twelve hundred fifty-six questions were extracted from the BaSiCSsss presentations between academic years 2019 and 2023. CC1 (diagnosis and treatment planning) emerged as the most represented category at 44.2% of the questions while FK2 (physics and chemistry to explain normal biology and pathobiology) had the least representation at 1.1%. Statistically significant year-to-year differences (p < 0.05) were identified in FK1, FK5, FK6, FK8, CC1, and CC2 with FK5, FK6, and CC2 exhibiting a notable downward trend over the 4 years.

Conclusion: The current study highlights the trends in student-created integrated questions. Understanding these trends may aid in curriculum development, focusing on areas with decreasing representation and ensuring a balanced coverage of topics optimizing learning outcomes.

研究目的本研究旨在评估作为塔夫茨大学牙科学院(TUSDM)基础科学和临床科学螺旋系列讲座(BaSiCSsss)一部分的四年级牙科学生提出的综合问题的相关趋势:从塔夫茨大学牙科学院的教务办公室获得了2019年至2023年的BaSiCSsss演讲。由四年级牙科学生创建的综合问题被提取出来并编入 Excel 表格中。根据国家牙科考试联合委员会(JCNDE)的国家委员会牙科综合考试(INBDE)问题构建指南,每个问题都根据13个不同的类别进行评估。这些类别包括 10 个基础知识 (FK) 和 3 个临床内容 (CC) 领域。两名研究人员(Kyle E. Wright 和 Samar Shaikh)进行了校准。采用卡方检验(chi-square test)和费雪精确检验(Fisher's exact test)来评估 4 年间 FK 和 CC 类别的代表性趋势:从2019至2023学年的BaSiCSsss报告中提取了1256个问题。CC1(诊断和治疗计划)成为代表性最高的类别,占问题总数的44.2%,而FK2(物理和化学解释正常生物学和病理生物学)的代表性最低,仅占1.1%。年与年之间的差异具有统计学意义(P本研究强调了学生自创综合问题的趋势。了解这些趋势有助于课程开发,重点关注代表性下降的领域,并确保均衡覆盖各种主题,优化学习成果。
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引用次数: 0
Dental professionals as clinical educators: A transcendental inquiry into training needs. 作为临床教育者的牙科专业人员:对培训需求的超越性探索。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-11-19 DOI: 10.1002/jdd.13782
Jennifer E Fehrenbacher

Purpose: Clinical instructors are responsible for educating dental hygiene students in the patient care environment. While these instructors have experience in the dental field, they often do not have pedagogical training, or a background, related to education. The purpose of this qualitative, phenomenological study was to explore the experiences of dental professionals who transitioned from clinical practitioners to clinical instructors at one US dental hygiene program in 2022. As the theoretical underpinning for this study, andragogy offered a lens through which to tailor the creation of training opportunities distinctive to the needs of adult learners. The central research question for this study was, "What are the experiences of dentists and dental hygienists who have transitioned from clinical practice to the role of clinical instructors?" The subquestions guiding this study were "What forms of education, professional development, or support are necessary to help guide the transition from healthcare professional to clinical instructor?" and "How can this education, professional development, or support be delivered to clinical instructors in a way that meets their needs as adult learners?"

Methods: A transcendental phenomenological approach enabled a deeper understanding of participants' experiences and their thought processes as they transitioned from clinical practitioners to their roles as clinical instructors. Purposeful sampling was used to recruit dentists and dental hygienists who served as clinical instructors in a dental hygiene program at a midwestern public university. Data collection was triangulated using individual interviews, photograph journals, and a virtual focus group. Data analysis was conducted using epoché, phenomenological reduction, imaginative variance, and synthesis of the structural and textural descriptions gathered during data collection.

Results: A total of 13 clinical faculty members participated in all three parts of the study. Five themes were derived from the data collection: life responsibilities, challenges faced, training received, training needed, and training delivery preferences. These themes helped to create an understanding of the phenomena of transitioning from clinical practitioner to clinical instructor as the participants experienced it in addition to training delivery preferences.

Conclusion: The study's findings highlighted the importance of training dentists and dental hygienists to become clinical instructors while using andragogical principles. IRB approval: This project received Institutional Review Board (IRB) exemption from Liberty University (IRB-FY22-23-285).

目的:临床指导教师负责在患者护理环境中对口腔卫生学生进行教育。虽然这些指导教师在牙科领域有丰富的经验,但他们往往没有接受过教学培训,也没有与教育相关的背景。这项定性、现象学研究的目的是探讨 2022 年美国一个牙科卫生专业从临床从业者转型为临床导师的牙科专业人士的经历。作为本研究的理论基础,教育学提供了一个视角,通过这个视角,我们可以根据成人学习者的需求创造与众不同的培训机会。本研究的中心问题是:"从临床实践过渡到临床导师角色的牙医和牙科保健师有哪些经验?指导本研究的子问题是:"从医疗保健专业人员到临床指导者的转变需要哪些形式的教育、专业发展或支持?"以及 "如何以满足临床指导者作为成人学习者的需求的方式向他们提供这种教育、专业发展或支持?"方法:采用超越现象学的方法,深入了解参与者从临床执业医师转变为临床导师的经历及其思维过程。通过有目的的抽样,招募了在一所中西部公立大学的牙科卫生专业担任临床导师的牙医和牙科保健师。通过个人访谈、摄影日记和虚拟焦点小组对数据收集进行了三角测量。数据分析采用了历时法、现象学还原法、想象变异法,并对数据收集过程中收集到的结构和纹理描述进行了综合:共有 13 名临床教师参与了研究的所有三个部分。从数据收集中得出了五个主题:生活责任、面临的挑战、接受的培训、需要的培训以及培训方式的偏好。这些主题有助于理解参与者所经历的从临床执业医师向临床教师过渡的现象以及培训方式的偏好:研究结果强调了利用教学法原则培训牙科医生和牙科保健师成为临床讲师的重要性。IRB 批准:本项目获得了自由大学的机构审查委员会(IRB)豁免(IRB-FY22-23-285)。
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引用次数: 0
Journal of Dental Education Volume 88 Number 11/November 2024 牙科教育杂志》第 88 卷第 11 期/2024 年 11 月
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-11-18 DOI: 10.1002/jdd.13282
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引用次数: 0
Comparison of community-based clinical education implementation among US dental and dental hygiene education programs. 美国牙科和牙科卫生教育项目中社区临床教育实施情况的比较。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-11-17 DOI: 10.1002/jdd.13783
Edith Dana, Mark Fitzgerald, Janet Kinney, Mona Riaz, Jennifer Cullen

Purpose/objectives: Limited access to oral care disproportionately affects underserved populations. Community-based clinical education (CBCE) could address this health inequity. The purpose of this study was to compare the identified barriers and benefits of implementing CBCE in the curricula of US dental and dental hygiene education programs.

Methods: In the fall of 2023, a survey developed through focus groups was sent to 387 CBCE leaders in US dental and dental hygiene programs that were accredited by the Commission on Dental Accreditation (CODA).

Results: There were 129 survey responses for a 33% response rate. There were statistically significant differences in institutional barriers: losing school production (p = 0.04), COVID-19 pandemic (p = 0.02), CODA process for accreditation of major sites (p < 0.01), CODA standards (p = 0.01), number of dental chairs in school clinic (p = 0.03), and length of dental/dental hygiene program too short (p < 0.01); and human resource barriers: student transportation (p < 0.01), faculty buy-in (p = 0.01), and student housing (p < 0.01). Benefits included: raising student awareness of social determinants of health (p = 0.04), increasing oral health workforce (p < 0.01), and engagement with harder clinical cases (p < 0.01).

Conclusion(s): There were differences in the identified barriers and benefits to implementing CBCE in the curricula of US dental and dental hygiene education programs. The findings could inform the feasibility of implementing CBCE in both education programs, as well as address health inequities in access to oral care.

目的/目标:获得口腔护理的机会有限对服务不足的人群造成了极大的影响。基于社区的临床教育(CBCE)可以解决这一健康不平等问题。本研究的目的是比较在美国牙科和牙科卫生教育项目课程中实施 CBCE 所发现的障碍和益处:2023年秋季,通过焦点小组向387名美国牙科和牙科卫生项目的CBCE负责人发送了一份调查问卷,这些项目均通过了牙科认证委员会(CODA)的认证:共有 129 份调查回复,回复率为 33%。在机构障碍方面存在统计学意义上的显著差异:失去学校生产(p = 0.04)、COVID-19 大流行(p = 0.02)、CODA 对主要场所的认证过程(p 结论:在机构障碍方面存在统计学意义上的显著差异:失去学校生产(p = 0.04)、COVID-19 大流行(p = 0.02)、CODA 对主要场所的认证过程(p 结论):在美国牙科和牙科卫生教育项目的课程中实施 CBCE 所发现的障碍和益处存在差异。这些发现可以为在这两个教育项目中实施 CBCE 的可行性提供信息,并解决在获得口腔护理方面的健康不平等问题。
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引用次数: 0
Entrustable professional activities (EPAs) in postgraduate periodontics programs in Saudi Arabia: A modified Delphi study. 沙特阿拉伯牙周病学研究生课程中的可委托专业活动 (EPA):改良德尔菲研究。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-11-17 DOI: 10.1002/jdd.13791
Salwa A Aldahlawi, Rania G Zaini, Hani M Almoallim

Purpose: The purpose of this study was to obtain a validated consensus among expert periodontists in Saudi Arabia regarding end-of-periodontics-residency-training entrustable professional activities (EPAs) using a modified Delphi method.

Methods: The study consisted of two phases. A preliminary phase in which experts met and proposed an initial list of EPAs following an extensive literature review. The second phase consisted of two rounds of the modified Delphi method in which expert periodontists in Saudi Arabia determined the content validity of each EPA. This was determined with a 5-point scale ranging from 1 (not important/relevant) to 5 (very important/relevant), and the mean score for each EPA was calculated. EPAs with a mean value of ≤ 4 or agreement rate among experts of less than 80% were excluded.

Results: An initial list of 40 EPAs was proposed. A total of 30 expert periodontists participated in the first round, and 24 participated in the second round of the modified Delphi method ratings. Most of the participants were program directors and represented different programs and cities in Saudi Arabia. Five EPAs were removed, and a final list of EPAs was produced based on the defined criteria. The Cronbach's alpha was 0.920, indicating high reliability.

Conclusions: A final list of 35 end-of-periodontics-training EPAs was produced. The findings of this study can serve as a valuable resource for curriculum development, assessments, and evaluation of periodontics training programs in Saudi Arabia.

目的:本研究的目的是采用改良德尔菲法,在沙特阿拉伯牙周病学专家中就牙周病学驻院培训结束后的委托专业活动(EPAs)达成有效共识:研究分为两个阶段。在初步阶段,专家们开会讨论,并在广泛查阅文献后提出了一份 EPA 的初步清单。第二阶段包括两轮改良德尔菲法,由沙特阿拉伯的牙周病专家确定每个 EPA 的内容有效性。采用 1 分(不重要/不相关)到 5 分(非常重要/相关)的 5 级评分标准来确定,并计算出每个 EPA 的平均得分。平均值小于 4 或专家意见一致率小于 80% 的 EPA 将被排除在外:结果:提出了一份包含 40 项 EPA 的初步清单。共有 30 位牙周病专家参加了第一轮,24 位参加了第二轮改良德尔菲法评级。大多数参与者都是项目主任,代表沙特阿拉伯不同的项目和城市。根据确定的标准,删除了 5 个 EPA,并产生了最终的 EPA 名单。Cronbach's alpha 为 0.920,表明可靠性很高:得出了一份包含 35 项牙周病学培训结束 EPA 的最终清单。本研究的结果可作为沙特阿拉伯牙周病学培训项目课程开发、评估和评价的宝贵资源。
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引用次数: 0
A 13-year review of triple jump examination at the Ostrow School of Dentistry of the University of Southern California. 南加州大学奥斯特罗牙科学院 13 年来的三级跳检查回顾。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-11-15 DOI: 10.1002/jdd.13771
Mahvash Navazesh, Xi Chen, Hannah Schilperoort, Sharon Bautista, Larry Eisenberg

Objectives: The triple jump examination (TJE) has been instituted at the Ostrow School of Dentistry of the University of Southern California (OSDUSC) since 2001 as an assessment tool of critical thinking skills for its learner-centered pedagogy. A 2013 study detailed the TJE's design, validity, and initial outcomes. The current study focused on its 13-year sustainability including a transition from in-person to hybrid TJE by assessing outcomes from the graduating Classes of 2014 through 2026.

Methods: The study was approved by the USC Institutional Review Board (#UP-21-00272-AM001). To assess sustainability, the study first examined agreements among TJE faculty raters based on a total of 10,512 TJEs given to 1872 students from the 13 classes. Next, to determine whether the effectiveness of TJE was impacted by the transition from traditional to hybrid TJE, an independent t-test was performed to examine student performance between the two exam delivery methods based on 4896 TJEs given to 864 students.

Results: The study observed a high level of agreement among faculty raters throughout the study period. The general agreement rates, exact agreement rates, and disagreement rates averaged 99.2%, 77.3%, and 0.8%, respectively. Students' TJE performance was similar between the traditional and hybrid delivery methods (p-value = 0.629 > 0.05, t critical two-tail = 2.074, t stat = 0.489).

Conclusion: The TJE at OSDUSC proves to be a sustainable and reliable instrument with high internal consistency among raters when evaluating students' performance. The transition from traditional to hybrid TJE has no impact on the TJE's effectiveness.

目的:自 2001 年起,南加州大学奥斯特罗牙科学院(OSDUSC)开始采用三级跳远考试(TJE),作为以学生为中心的教学法的批判性思维能力评估工具。2013 年的一项研究详细介绍了 TJE 的设计、有效性和初步成果。目前的研究侧重于其 13 年的可持续性,包括通过评估 2014 届至 2026 届毕业生的成果,实现从面对面 TJE 到混合 TJE 的过渡:该研究获得了南加州大学机构审查委员会的批准(#UP-21-00272-AM001)。为了评估可持续性,该研究首先根据 13 个班级 1872 名学生共计 10512 次的 TJE 考试成绩,审查了 TJE 教师评分者之间的一致意见。接下来,为了确定 TJE 的有效性是否会受到从传统 TJE 到混合 TJE 过渡的影响,研究人员对 864 名学生的 4896 次 TJE 进行了独立 t 检验,以考察两种考试方法下的学生成绩:研究发现,在整个研究期间,教师评分者之间的意见高度一致。总体一致率、完全一致率和不一致率的平均值分别为 99.2%、77.3% 和 0.8%。学生的 TJE 成绩在传统教学法和混合教学法之间相似(P 值 = 0.629 > 0.05,t 临界双尾 = 2.074,t 统计 = 0.489):事实证明,OSDUSC 的 TJE 是一种可持续的、可靠的工具,在评估学生成绩时,评分者之间具有高度的内部一致性。从传统 TJE 到混合 TJE 的过渡对 TJE 的有效性没有影响。
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引用次数: 0
Educational effectiveness of remote training with smart glasses for impression-taking. 利用智能眼镜进行印象记录远程培训的教育效果。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-11-15 DOI: 10.1002/jdd.13785
Ayako Sekiguchi, Ridan Cao, Sachi Umemori, Kanako Noritake, Masayo Sunaga, Atsuhiro Kinoshita, Ken-Ichi Tonami, Hiroshi Nitta

Purpose: To compare the educational outcomes of remote instruction (RI) in impression-taking using smart glasses with those of face-to-face instruction (FI) and paper-based self-learning (SL) and analyze the educational effects, aiming to develop a remote clinical training strategy.

Methods: Participants were recruited from among the dental residents who were trained in the first-year clinical program at the university hospital in 2023. The participants were divided into three groups as the original skill level was equal, and the groups were assigned RI, FI, printed guidance, and SL. All the participants took impressions of the jaw models attached to the mannequin using alginate impression material. Next, assigned instructions were provided. Then again, the trainees took impressions of the jaw models. The pre- and postinstruction impressions of each participant were evaluated, and the change in the impression score was statistically analyzed.

Results: The pre- and postinstruction scores of the trainees in the RI and FI groups showed a significant increase (p < 0.05), whereas no significant difference was observed in the score changes in the SL group. In the intergroup comparisons, the score changes of the RI and FI groups were greater than those of the SL group, although no significant difference was found between the score changes of the RI and FI groups (p < 0.05).

Conclusion: RI in impression-taking using smart glasses has a greater educational effectiveness than paper-based SL. It has also been suggested that RI can have educational efficacy similar to FI.

目的:比较使用智能眼镜进行取印模远程教学(RI)与面对面教学(FI)和纸质自学(SL)的教学成果,并分析其教学效果,旨在开发一种远程临床培训策略:从2023年在大学医院接受一年级临床课程培训的牙科住院医师中招募参与者。由于原始技能水平相同,参与者被分为三组,并被分配为RI组、FI组、打印指导组和SL组。所有参与者都使用藻酸盐印模材料对附着在人体模型上的下颌模型进行印模。接着,提供指定的指导。然后,学员们再次对颌骨模型取模。对每位学员的教学前后印模进行评估,并对印模得分的变化进行统计分析:结果:RI 组和 FI 组学员在教学前和教学后的印象分均有显著提高(P使用智能眼镜进行印象测量的 RI 比纸质 SL 的教育效果更好。也有人认为,RI 的教育效果与 FI 相似。
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引用次数: 0
Comparative analysis of layered curriculum and project-based learning approaches in an oral radiological course. 口腔放射学课程中分层课程和项目式学习方法的比较分析。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-11-14 DOI: 10.1002/jdd.13775
Derya İçöz, Bilgün Çetin, Osman Özdemir

Objectives: This study aims to compare the effectiveness of the layered curriculum method (LCM) and project-based learning method (PBLM), on dental students in the evaluation of cysts and tumors affecting the jaws and surrounding tissues, which have an important place in dental practice.

Methods: Forty-nine 3rd-year dental students who agreed to participate in the study voluntarily were randomly divided into two groups: LCM and PBLM. Pre-test was administered to all students. Students in the PBLM group were divided into five groups and each group was asked to complete a project within a 5-week period and present it to their groupmates at the end of the period. Students in the LCM group were asked to choose the activities most suitable for their learning styles at each layer and to progress by being evaluated by educators in brief interviews throughout the learning process. At the end of the 5-week training period, a post-test and a post-participation questionnaire were administered to students in both groups to obtain feedback. The pre-test and post-test results of the groups and their answers to the post-participation questionnaire were analyzed statistically.

Results: Post-test results were statistically higher than pre-test results in both LCM and PBLM groups (p < 0.001). When the LCM and PBLM groups were compared, there was no statistically significant difference in terms of pre-test and post-test results (p > 0.05).

Conclusion: Both PBLM and LCM positively contributed to pre-graduate dental education by enhancing students' academic achievements. Students in both groups stated that their research skills, study habits, and learning motivation increased. Since both models adopt the theory of multiple intelligences, similar methods are recommended for inclusion in dental education.

研究目的本研究旨在比较分层课程法(LCM)和基于项目的学习法(PBLM)对牙科学生评估影响颌骨和周围组织的囊肿和肿瘤的效果,这些囊肿和肿瘤在牙科实践中占有重要地位:方法:49 名自愿参加研究的三年级牙科学生被随机分为两组:LCM组和PBLM组。对所有学生进行了前测。PBLM 组的学生被分为五组,要求每组在五周时间内完成一个项目,并在期末向组内同学展示。LCM 小组的学生被要求在每一层选择最适合他们学习风格的活动,并在整个学习过程中接受教育工作者的简短访谈评估,以取得进步。在为期 5 周的培训结束时,两组学生都接受了后测和参与后问卷调查,以获得反馈。对各组的前测和后测结果以及他们对参与后问卷的回答进行了统计分析:结果:据统计,LCM 组和 PBLM 组的后测结果均高于前测结果(P 0.05):结论:PBLM 和 LCM 都通过提高学生的学业成绩对口腔医学研究生教育做出了积极贡献。两组学生都表示,他们的研究技能、学习习惯和学习动力都有所提高。由于这两种模式都采用了多元智能理论,因此建议在口腔医学教育中采用类似的方法。
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引用次数: 0
Can artificial intelligence develop high-quality simulated pediatric dental cases? 人工智能能否开发出高质量的模拟儿童牙科病例?
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-11-14 DOI: 10.1002/jdd.13767
Shahbaz Katebzadeh, Paloma Reyes Nguyen, Chaitanya P Puranik
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引用次数: 0
Performance of ChatGPT-3.5 and ChatGPT-4o in the Japanese National Dental Examination. ChatGPT-3.5 和 ChatGPT-4o 在日本全国牙科考试中的表现。
IF 1.4 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE Pub Date : 2024-11-13 DOI: 10.1002/jdd.13766
Osamu Uehara, Tetsuro Morikawa, Fumiya Harada, Nodoka Sugiyama, Yuko Matsuki, Daichi Hiraki, Hinako Sakurai, Takashi Kado, Koki Yoshida, Yukie Murata, Hirofumi Matsuoka, Toshiyuki Nagasawa, Yasushi Furuichi, Yoshihiro Abiko, Hiroko Miura

Objectives: In this study, we compared the performance of ChatGPT-3.5 to that of ChatGPT-4o in the context of the Japanese National Dental Examination, which assesses clinical reasoning skills and dental knowledge, to determine their potential usefulness in dental education.

Methods: ChatGPT's performance was assessed using 1399 (55% of the exam) of 2520 questions from the Japanese National Dental Examinations (111-117). The 1121 excluded questions (45% of the exam) contained figures or tables that ChatGPT could not recognize. The questions were categorized into 18 different subjects based on dental specialty. Statistical analysis was performed using SPSS software, with McNemar's test applied to assess differences in performance.

Results: A significant improvement was noted in the percentage of correct answers from ChatGPT-4o (84.63%) compared with those from ChatGPT-3.5 (45.46%), demonstrating enhanced reliability and subject knowledge. ChatGPT-4o consistently outperformed ChatGPT-3.5 across all dental subjects, with significant improvements in subjects such as oral surgery, pathology, pharmacology, and microbiology. Heatmap analysis revealed that ChatGPT-4o provided more stable and higher correct answer rates, especially for complex subjects.

Conclusions: This study found that advanced natural language processing models, such as ChatGPT-4o, potentially have sufficiently advanced clinical reasoning skills and dental knowledge to function as a supplementary tool in dental education and exam preparation.

研究目的本研究比较了 ChatGPT-3.5 和 ChatGPT-4o 在日本全国牙科考试(评估临床推理能力和牙科知识)中的表现,以确定它们在牙科教育中的潜在作用:在日本全国牙科考试(111-117)的 2520 道试题中,使用 1399 道试题(占考试的 55%)对 ChatGPT 的性能进行了评估。被排除在外的 1121 道试题(占考试的 45%)包含 ChatGPT 无法识别的数字或表格。这些试题根据牙科专业分为 18 个不同的科目。使用 SPSS 软件进行统计分析,并用 McNemar 检验来评估成绩差异:结果:与 ChatGPT-3.5 的正确率(45.46%)相比,ChatGPT-4o 的正确率(84.63%)有了明显提高,这表明其可靠性和学科知识得到了增强。在所有牙科科目中,ChatGPT-4o 的表现始终优于 ChatGPT-3.5,在口腔外科、病理学、药理学和微生物学等科目中都有显著提高。热图分析显示,ChatGPT-4o 提供了更稳定和更高的正确答案率,尤其是在复杂的科目上:本研究发现,ChatGPT-4o 等先进的自然语言处理模型具有足够先进的临床推理技能和牙科知识,可以作为牙科教育和考试准备的辅助工具。
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引用次数: 0
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Journal of Dental Education
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