Abstract: Objective To explore the effects of applying a blended learning mode combining microlecture with problem-based learning (PBL) and case-based learning (CBL) in the standardized residency training in implant dentistry (referred to as “residency training”). Methods Thirty-four residents training in the Department of Dental Implantology from January to July 2022 were selected as the control group (traditional learning mode) and 32 residents training in the Department of Dental Implantology from January to July 2023 were selected as the experimental group (blended learning mode). The learning effectiveness of the two modes was assessed by assessment scores and questionnaires at the end of the training. Results The results of the test group were higher than those of the control group in all theoretical (basic knowledge, case analysis) and operational tests (history taking, clinical examination, diagnosis, treatment design, medical record writing and operational skills), and the differences were statistically significant except for medical record writing (P < 0.05). According to the results of the questionnaire survey, the blended learning mode is more likely to improve the learning interest of the residents. At the same time, the results of the blended learning mode group were higher than those of the control group in terms of enhancing independent learning, teamwork, and comprehensive clinical ability, and these differences were statistically significant (P<0.05). Conclusion The effect of the blended learning mode is significantly better than that of the traditional learning mode, which helps to improve the clinical diagnosis and treatment level of implant dentistry and comprehensive quality of residents.

Key words: Standardized residency training, Implant dentistry, Blended learning mode, Microlecture, Problem-based learning, Case-based learning