Abstract: Objective To explore the teaching effect of blended online and offline teaching mode in orthodontic education. Methods A total of 92 students from the Department of Stomatology at Shandong Medical College from August 2022 to July 2023 were selected, and randomly divided into the study group (n=46, blended online and offline teaching mode) and the control group (n=46, traditional teaching mode). The teaching performance, critical thinking ability, learning ability, and teaching satisfaction in both groups were compared. Results In the teaching performance (theoretical knowledge, case analysis, and practical skills), in comparison of the control group, the study group was higher (P<0.05). After teaching, the CTDI-CV scores in both groups were improved (P<0.05), and in comparison of the control group, the study group was higher (P<0.05). After teaching, SRSSDL-CV scores in both groups were improved (P<0.05), and in comparison of the control group, the study group was higher (P<0.05). In the teaching satisfaction, in comparison of the control group (80.43%), the study group (95.65%) was higher (P<0.05). Conclusion The application of blended online and offline teaching mode in orthodontic teaching can improve teaching performance, enhance critical thinking and learning abilities, and promote teaching satisfaction.

Key words: blended online and offline teaching mode, orthodontics, thinking ability, learning interest