Abstract: Objective To investigate the effectiveness of applying Bloom’s Taxonomy in the standardized training of oral implantology residents and evaluate its impact on the knowledge, skills, and clinical practice abilities of the trainees. Methods A total of 33 residents who completed a clinical rotation in the oral implantology department from January to July 2023 were selected as the control group (traditional teaching mode), while 31 residents who rotated in the same department from January to July 2024 were selected as the experimental group (Bloom's Taxonomy-based teaching). Data were collected one month before the completion of the training program, including knowledge tests, skill assessments, and evaluations of clinical performance, to assess the teaching effectiveness of both approaches. Results Residents trained with Bloom’s Taxonomy demonstrated significant improvements in both theoretical assessments and practical skill operations. The experimental group showed a notable increase in theoretical knowledge (control group score: 34.97±3.26, experimental group score: 42.32±3.42, P<0.001) and enhanced ability to apply clinical case analysis (control group score: 39.24±2.56, experimental group score: 43.03±2.36, P<0.001). Moreover, the experimental group performed better in medical history collection, clinical examination, treatment planning, medical record documentation, and procedural skills (control group total score: 74.13±5.08, experimental group total score: 80.77±6.10, P<0.001). Conclusion The application of Bloom's Taxonomy positively enhances the standardized training of implant dentistry.

Key words: Bloom's Taxonomy, Oral implantology, Resident physicians, Standardized training, Teaching methods