Abstract: Objective To explore the effectiveness of digital dynamic occlusion models in teaching mandibular movements in oral physiology. Methods From November 2021 to December 2022, 83 undergraduate students majoring in oral medicine from the 2018 and 2019 eight year programs of Peking University School of Medicine who interned at Peking University Stomatological Hospital were selected as the research subjects. They were randomly divided into an experimental group and a control group using envelope method. 43 students in the experimental group were taught using a digital dynamic occlusion model, while 40 students in the control group were taught using traditional methods. The teaching effectiveness was evaluated through in class assessment and visual analog scale (VAS). T-test or χ² test was used to compare the differences of teaching effectiveness between the two groups. Results The examination scores of experimental group (6.79±0.51) was higher than control group (5.00±1.20), and there was statistical difference (t=8.73, P<0.001). The VAS scores of the experimental group of teaching content mastery was (8.26±1.33), interactive effect was (9.44±0.96), and teaching satisfaction was (9.70±0.51), were higher than the control group(6.73±1.66),(7.20±1.49) and (8.50±1.63),and there were statistical differences( all P<0.001). Conclusions The digital dynamic occlusal model helps students better grasp the theories and practices related to oral physiology and mandibular movement, and is widely recognized by students.

Key words: Digital, Dynamic occlusion, Mandibular movements, Oral physiology