Abstract: Objective To explore the effects of web-based blended learning in undergraduates' experimental training of periodontology. Methods Seventy nine undergraduate students from five-year program,5+3 program and 8-year program enrolled in 2017 joined experiment group and 71 from the 3 programs mentioned above and enrolled in 2015 were collected as control group. The experiment group was trained with the web-based blended learning method and the control group adopted traditional learning method. At the end of the course, evaluation of training effect was conducted by both case analysis exams and student questionnaire survey. Results The examination scores of case analysis in the experiment group (11.63±2.27) were significantly higher than those of the control group (10.35±2.85) (P=0.002). Result of survey by questionnaire showed that 86.3% (63/73) of the students in the experiment group were satisfied with the blended teaching model since its positive effect to motivate learning interest[75.2%(55/73)], strengthen learning efficiency[76.7%(56/73)], enhance learning effectiveness[79.5%(58/73)], improve self-learning[71.2%(52/73)], and to facilitate teacher-student interaction[80.8%(59/73)]. Conclusions The web-based blended learning effectively improves the exam result of periodontal case analysis and the learning effect of clinical operation.

Key words: Students, medical, Network, Problem-based learning, Simulation technology, Periodontology, Blended Learning