To compare the effects of the lecture teaching mode of the syllabus and the flipped classroom mode based on Bloom′s taxonomy of educational objectives in the orthodontic teaching of undergraduate students majoring in Stomatology, and to standardize the teaching process of the flipped classroom mode based on Bloom′s taxonomy of educational objectives.

A standardized process of the flipped classroom mode based on Bloom′s taxonomy of educational objectives was established. The two teaching modes were applied to the theoretical teaching of orthodontics for the five-year undergraduate students majoring in Stomatology in the 2018 and 2019 Grades of College of Stomatology Shanghai Jiaotong University respectively. The teaching questionnaire was designed to evaluate the students′ mastery degree of theoretical knowledge, understanding degree of learning objectives, satisfaction degree of teaching modes and learning interest. The SPSS 26.0 software was used for statistical analysis, and the t-test was used to compare the differences between the two groups.

In Grade 2018 and 2019, 58 questionnaires (response rate 93.5%) and 74 questionnaires (response rate 97.4%) were effectively filled out, respectively. Compared with the lecture teaching mode based on the syllabus in 2018, the self-rating of theoretical knowledge in 2019 grade students applied the flipped classroom mode based on Bloom′s taxonomy of educational objectives increased by 10.3%, from 7.3 ± 1.3 to 8.3 ± 1.4 (t = -4.068, P<0.001). The students′ test scores increased by 19.0%, from 7.1 ± 2.2 to 9.0 ± 1.7 (t′ = -5.348, P<0.001). Students′ understanding degree of teaching objectives, ideological and political and humanistic objectives, and medical ethics were significantly improved by 6.2% (t′=2.230, P = 0.028), 8.0% (t = -2.667, P = 0.009), and 8.2% (t = -3.309, P = 0.003), respectively. Students′ satisfaction with the teaching mode, preview method, syllabus and class duration increased significantly by 6.0% (t = -2.530, P = 0.013), 8.0% (t = -3.195, P = 0.002), 7.0% (t = -2.521, P = 0.013) and 9.6% (t = -3.638, P<0.001), respectively. Students′ learning interest increased by 3.6% (t = -1.576, P = 0.117). The length of preview time before class was basically the same between the two groups (t = -1.020, P = 0.310). However, the flipped classroom mode based on Bloom′s taxonomy of educational objectives could shorten the review time after class (t = 1.433, P = 0.154), and there was no statistically significant difference between two groups.

The standardized teaching process of the flipped classroom teaching mode based on Bloom′s taxonomy of educational objectives, combined with ideological and political and humanistic teaching objectives, can improve the teaching effect, and is worth popularizing and applying in the theoretical teaching of undergraduate students majoring in Stomatology.