Abstract: The school of stomatology of Qingdao University aims to train qualified professionals. Since 2018, it has implemented undergraduate teaching reform, including early intervention of academic tutors; building a curriculum system based on “early specialty training, early hands-on practice, early clinical exposure, multiple clinical exposure, multiple professional education, with an integration of basic medical courses and stomatological courses (three early, two multiple, and one integration)”. Stomatological courses were moved to the first grade and run through the curriculum of each grade, with a proportion in the total class hours increased from 37.2% (85.5 /230) to 45.9% (112.5 /245). The experimental operation class hours were also increased from 52 credits to 72 credits. The existing professional courses were divided according to the disease types or treatment methods, and the relevant knowledge was organically integrated, gradually advancing from easy to difficult. The semesters of stomatology basic courses and professional courses were adjusted and closely connected. The comprehensive teaching mode of oral clinical practice was constructed to train students' comprehensive diagnosis and treatment thinking. Practical skills assessment and evaluation system were also built into the system. Under the new stomatology teaching and training mode, 75.6%(34/45) students had a clear understanding of their major in sophomore and junior year, 95.6% (43/45) students had a clear career plan; and 76.1% (35/46) students participated in clinical skills competition, the number of awardees was 45.7% (21/46) , which was 3-4 times as many as that of pre-reform students [22.0% (11/50) and 12.0% (6/50)]. The teaching reform has improved the students' professional cognition, facilitated them in developing their future career planning earlier, promoted the students' enthusiasm and initiative in learning, and laid a foundation for comprehensively improving the competence of stomatological undergraduates.

Key words: Stomatology, Undergraduate, Teaching reform, Position competence