Abstract: Objective To reform the traditional teaching method for bonding of straight wire appliance with plaster models, and build up new teaching method that is more reasonable. Methods In May 2019 and May 2021,the experimental course of straight wire appliance bonding in undergraduate Stomatology of Fujian Medical University was selected as the research objects. The 99 students in grade 2017 adopted the simplified ABO-OGS teaching method as the experimental group, while the 101 students in grade 2015 adopted traditional plaster teaching method as the control group. The students and teachers filled in the questionnaire respectively to evaluate the efficacy of the two methods. The scores of the two groups were compared using independent sample t-test. Results In terms of the novelty of experimental teaching methods, the scores of students in the experimental group were higher than those in the control group, and the difference was statistically significant [(5.32 ± 0.80) vs. (4.99 ± 0.90) , P=0.006]. The teacher's evaluation score of the simplified ABO-OGS teaching is higher than that of the traditional teaching, such as mastering the bracket bonding operation [(5.63 ± 0.49) vs. (5.17 ± 0.70)], students' clear understanding of the bracket accuracy [(5.58 ± 0.58) vs. (5.00 ± 0.78)], and can enhance the confidence of the clinical bracket bonding [(5.42 ± 0.78) vs. (5.08 ± 0.78)], and the differences were statistically significant (all P<0.05). Conclusions The simplified ABO-OGS oriented teaching method reasonably improves the teaching instruments for orthodontic brackets bonding, and the teaching method is novel, which helps to establish an objective evaluation system, and is welcomed by students and teachers.

Key words: Orthodontics, Bracket bonding, Objective grading system of American Board of Orthodontics, Goal-oriented teaching