Application of CBCT multimodal digital cephalometric teaching based on the concept of outcome- based education in teaching orthodontics for undergraduate students

Chen Huanhuan; He Danqing; Chen Si; Han Bing

doi:10.3760/cma.j.cn116021-20240722-02195

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Application of CBCT multimodal digital cephalometric teaching based on the concept of outcome- based education in teaching orthodontics for undergraduate students

Teaching Reform | 更新时间：2026-06-17

- Application of CBCT multimodal digital cephalometric teaching based on the concept of outcome- based education in teaching orthodontics for undergraduate students
- Chinese Journal of Medical Education Research Vol. 25, Issue 5, Pages: 596-602(2026)
- 作者机构：
  
  北京大学口腔医院正畸科，北京 100081
- 作者简介：
  
  Han Bing, Email: kqbinghan@bjmu.edu.cn
- 基金信息：
  
  2024 Education Teaching Research Project of Peking University Health Science Center(2024YB22);2020 Education Teaching Research Project of Peking University Health Science Center(2020YB28)
- DOI：10.3760/cma.j.cn116021-20240722-02195
  CLC： R33
- Received：22 July 2024，
  
  Published：20 May 2026
- 稿件说明：
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陈欢欢, 何丹青, 陈斯, 等. 基于OBE理念的CBCT多模态数字化头影测量教学在口腔正畸学本科生教学中的应用[J]. 中华医学教育探索杂志, 2026, 25(5): 596-602.

Chen Huanhuan, He Danqing, Chen Si, et al. Application of CBCT multimodal digital cephalometric teaching based on the concept of outcome- based education in teaching orthodontics for undergraduate students[J]. Chinese Journal of Medical Education Research, 2026, 25(5): 596-602.
陈欢欢, 何丹青, 陈斯, 等. 基于OBE理念的CBCT多模态数字化头影测量教学在口腔正畸学本科生教学中的应用[J]. 中华医学教育探索杂志, 2026, 25(5): 596-602. DOI： 10.3760/cma.j.cn116021-20240722-02195.

Chen Huanhuan, He Danqing, Chen Si, et al. Application of CBCT multimodal digital cephalometric teaching based on the concept of outcome- based education in teaching orthodontics for undergraduate students[J]. Chinese Journal of Medical Education Research, 2026, 25(5): 596-602. DOI： 10.3760/cma.j.cn116021-20240722-02195.

摘要

目的

探究基于以成果为导向的教育（outcome-based education，OBE）理念的锥形束计算机断层扫描（cone beam computed tomography，CBCT）多模态数字化头影测量教学在口腔正畸学本科生教学中的作用。

方法

2024年3至5月选取80名口腔医学专业本科生，先进行传统头影测量教学，之后学生对第一张头颅侧位片进行数字化头影测量定点；然后进行CBCT多模态数字化头影测量教学，教学后学生再

对第二张头颅侧位片进行数字化头影测量定点。2次使用的头颅侧位片均为安氏Ⅰ类、骨性均角影像，具有同质性和可比性。使用SPSS 23.0进行统计分析，采用离散度分析和配对

检验比较学生2次数字化头影测量定点结果的准确性。

结果

学生第一次数字定点结果的离散程度均明显大于第二次定点结果，学生第一次各解剖标志点的定点与金标准定点的欧氏距离均大于第二次定点与金标准定点的欧氏距离，且大部分标志点的2次定点间差异有统计学意义（均

0.001），有统计学差异的标志点包括蝶鞍点S（sella）[Pre：（2.085±0.371）；Post：（1.511±0.613）

]

、鼻根点N（nasion）[Pre：（0.769±0.399）；Post：（0.421±0.313）

]

、眶点Or（orbitale）[Pre：（3.540±1.171）；Post：（1.519±0.682）

]

、前鼻棘点ANS（anterior nasal spine）[Pre：（1.909±1.386）；Post：（0.971±0.745）

]

、后鼻棘点PNS（posterior nasal spine）[Pre：（2.504±0.732）；Post：（0.754±0.688）

]

、下齿槽座点B（supramental）[Pre：（5.971±1.485）；Post：（1.361±0.809）

]

、上中切牙点UI（upper incisor）[Pre：（0.873±0.319）；Post：（0.527±0.531）

]

、下中切牙点LI（lower incisor）[Pre：（0.572±0.317）；Post：（0.262±0.116）

]

等。

结论

基于OBE理念的CBCT多模态数字化头影测量教学方法可以加深学生对颅颌面三维空间结构与二维头影测量的对应关系的认识，有效提升学生对头影测量的学习效果。

Abstract

Objective

To explore the effect of CBCT multimodal digital cephalometric teaching based on the concept of outcome-based education in teaching orthodontics for undergraduates.

Methods

From March to May 2024

80 undergraduates majoring in stomatology were selected. Firstly

traditional cephalometric teaching was conducted

and then students performed digital cephalometric landmark analysis on the first cephalometric lateral radiograph. After that

CBCT multimodal digital cephalometric teaching was carried out

and students performed digital cephalometric landmark analysis on the second cephalometric lateral radiograph. Both cephalometric lateral radiographs used were of Angle's Class I and skeletal average angle images

ensuring homogeneity and comparability. A statistical analysis was performed using SPSS 23.0. The accuracy of both digital cephalometric landmark analyses was compared using dispersion analysis and paired

test.

Results

The dispersion of first digital cephalom

etric landmark analysis was significantly greater than that of the second analysis. The Euclidean distances between the landmarks and the gold standards were greater in the first analysis than those in the second analysis. There were statistically significant differences in the distances of most landmarks to the gold standards between the two analyses (all

0.001). These landmarks included S(sella) [pre: (2.085±0.371); post: (1.511±0.613)

]

N(nasion) [pre: (0.769±0.399); post: (0.421±0.313)

]

Or(orbitale) [pre: (3.540±1.171); post: (1.519±0.682)

]

ANS(anterior nasal spine) [pre: (1.909±1.386); post: (0.971±0.745)

]

PNS(posterior nasal spine) [pre: (2.504±0.732); post: (0.754±0.688)

]

B(supramental) [pre: (5.971±1.485); post: (1.361±0.809)

]

UI(upper incisor) [pre: (0.873±0.319); post: (0.527±0.531)

]

and LI(lower incisor) [pre: (0.572±0.317); post: (0.262±0.116)

]

Conclusions

The CBCT multimodal digital cephalometric teaching method based on the concept of outcome-based education can deepen students' understanding of the correspondence between the three-dimensional structure of the craniomaxillofacial region and two-dimensional cephalometric measurements

effectively improving the outcomes of students in learning in cephalometrics.

关键词

Keywords

references

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