Objective: To evaluate the effect of online and offline blended teaching in microendodontics, attempting to promote the widespread application of blended teaching mode in Operative Dentistry and Endodontics. Methods: A questionnaire survey was carried out among 865 trainees who attended the blended teaching in microendodontics combined the online theory curriculum and offline practice training from April 6 to 28 in 2022, organized by Department of Operative Dentistry and Endodontics, Hospital of Stomatotogy, Sun Yat-sen University. The content of questionnaire included trainees' basic information as well as their perspectives and expectations on the teaching mode. Data was analyzed by SPSS 24.0 and Chi-square test was used for enumeration data. Results: A total of 855 trainees participated in the valid survey with the effective recall rate of 98.8% (855/865), 50.3% (430/855) of which were young people in 18-30 years old. Their working period ranged from 0.5 to 40 years. Physicians and physician assistants occupied 40.9% (350/855) and 32.9% (281/855), respectively. And the intermediate and senior titles accounted for 26.2% (224/855). The proportion of trainees who had used and never used dental operative microscope (DOM) were 70.5% (603/855) and 29.5% (252/855), respectively. The blended teaching in microendodontics was universally approved by the trainees, which showed more superiority in the improvement of learning efficiency and interest, comprehension of knowledge as well as practical ability, etc., compared to the traditional offline teaching. For the current stomatology education, trainees were inclined to choose the blended teaching mode combining online theory curriculum and offline practice training, whereas 41.3% (353/855) and 39.6% (339/855) of trainees agreed that the teaching effectiveness was likely influenced by the condition and frequency of the offline training, respectively. Besides, significant differences were detected in the question about the factors affecting the blended teaching effectiveness of microendodontics between the trainees who had used and not used DOM (χ²=13.37, P=0.004). Conclusions: The application of online and offline blended teaching in microendodontics was affirmed to have some advantages, and it should be considered that the discrepancy in the level of expertise among trainees probably influenced the teaching effectiveness, which may promote the quality and effect of teaching, the spread and sharing of microendodontics, and provide experience and reference for the practice teaching of Operative Dentistry and Endodontics.
目的： 评估显微根管治疗线上线下混合式教学的效果，促进牙体牙髓病学混合式教学方式的推广应用。 方法： 选取2022年4月6至28日参加中山大学附属口腔医院牙体牙髓病科举办的显微根管治疗“线上理论+线下实操”混合式教学课程的865名学员进行问卷调查，问卷内容包括学员基本信息及其对教学方式的认识和展望。采用SPSS 24.0统计软件进行数据分析，计数资料行χ2检验。 结果： 本研究共发放问卷865份，回收有效问卷855份，有效问卷回收率为98.8%。其中18~30岁学员占50.3%（430/855）；学员从业年限0.5~40年；医师和助理医师分别占40.9%（350/855）和32.9%（281/855），中级及以上职称者占26.2%（224/855）；使用与未使用过牙科显微镜的学员分别占70.5%（603/855）和29.5%（252/855）。学员普遍认同显微根管治疗混合式教学较传统线下教学更具新鲜感和时效性，在提高学习效率和兴趣、知识点的理解及实践操作能力等方面也优于传统线下教学。对于目前的口腔医学实践课程，学员们更倾向于线上理论加线下实操的教学方式，但教学效果易受线下练习条件［41.3%（353/855）］和线下练习频率［39.6%（339/855）］的影响。此外，使用与未使用过牙科显微镜的学员仅对影响显微根管治疗混合式教学效果这一问题的回答差异有统计学意义（χ²=13.37，P=0.004）。 结论： 显微根管治疗采用线上线下混合式教学具有一定优势，同时需考虑学员专业技术水平差异对教学效果的影响，才能更好地提升教学质量及教学效果，并为牙体牙髓病学的实践教学模式提供经验和参考。.