Abstract: Objective To explore the effect of modified Peyton's approach in the standardized training of prosthodontics residents. Methods The residents of grade 2019 and grade 2020 trained in the general dentistry of Stomatology Affiliated Hospital of Xuzhou Medical University were selected as the research objects, and the experimental control method was adopted. Twenty residents of 2020 were set as the experimental group, and the improved Peyton teaching method was adopted; twenty residents of the same department of 2019 were set as the control group, and the traditional teaching method was adopted. In order to evaluate the teaching effect of the two groups, the basic theory and clinical skills were assessed and the questionnaire survey was conducted within one month after the teaching was completed. The t test was used for comparison between measurement data, and the χ² test was used for comparison between counting data. Results Comparison of assessment results, The basic theoretical scores (41.45±0.94), skill operation scores (41.75±1.12) and total scores (83.10±1.65) in the experimental group were higher than those in the control group [(39.90±1.39), (38.45±2.14), (78.25±2.24)]. There were statistical differences (all P<0.05). The results of questionnaire survey showed that the scores of operation ability (2.80±0.52) and learning interest and initiative (3.00±0.65) scores in experimental group were higher than those in control group [(2.26±0.55) , (2.35±0.89) ].There were statistical differences (all P<0.05). Conclusions The improved Peyton's teaching method is helpful to consolidate the theoretical knowledge and enhance the clinical operation ability, and improve the training effect of prosthodontics residents.

Key words: Prosthodontics, Peyton's teaching approach, Resident standardized training, Clinical teaching