Abstract: Objective: To evaluate the effect of applying the step-by-step teaching method in the training of implant guide design. Methods: 50 students of stomatological technology class in Yantai Stomatological Hospital of Binzhou Medical University, were recruited in this study. They were randomly divided into the experimental group (n=25) and the control group(n=25). The experimental group was taught in the step-by-step method, and the control group was taught in the traditional teaching method. Thereafter, the assessments were done by the students and teachers. The quality of design was evaluated by the third-party peer experts from the establishment of data, the registration of three-dimensional reconstruction, the alignment of virtual dental crown, the design of implant’s three-dimensional position and the generation of guide, respectively. The scores of each aspect and the total were taken together as the outcome. Results: For the outcome of the experimental group and the control group, the students’ assessments were (4.44±0.58) and (3.48±0.59), the teachers’ assessments were (4.52±0.51) and (3.28±0.54). The total scores of the design effect evaluated by the third-party peer experts were (8.32±0.64) and (7.48±0.65). The scores of the design of implant’s three-dimensional position were (1.60±0.50) and (1.24±0.44), and the scores of the generation of guide were (1.88±0.33) and (1.32±0.69). The differences were statistically significant (P<0.05). Conclusions: The step-by-step teaching method could improve the training effect of implant guide design, and the acceptance of students and teachers was higher.

Key words: step-by-step teaching method, dental implant, digital workflow, implant surgical guide, skill training