Abstract：
OBJECTIVE: To determine whether blended learning results in better educational outcomes compared to traditional learning in the acquisition of oral surgery technical skills for 4th-year undergraduate dental students.
METHODS: Seventy-three students participated in this two-arm parallel randomized controlled trial. Only students in the blended learning group had access to the online preparation platform for oral surgery practical work (PW) on a pig\'s jaw and to the debriefing. Kirkpatrick\'s four-level model was used to assess the educational outcomes directly after (levels 1 and 2) and 6 months later, after the start of the students\' clinical activity (levels 3 and 4).
RESULTS: For level 1, higher global satisfaction scores were found for students in the blended learning compared to the traditional learning group (p = .002). For level 2, blended learning resulted in an increase in knowledge score (p < .01), comparable to that observed in the traditional learning group. For level 3, students in the blended group made more progress in 6 months than those in the traditional group in terms of feeling able to assess and perform anaesthesia (p = .040) and surgical tooth extraction (p = .043). No difference in level 4 was found for the 6-month clinical surgical activity between groups, but students in the blended group felt more able to assess and perform the surgical management of a failed extraction requiring bone removal (p = .044).
CONCLUSIONS: Blended learning for oral surgery PW had a positive impact on three of the four Kirkpatrick levels (level 1, 3 and 4). Efforts should focus on the procedures that are perceived as the most difficult.
METHODS: Seventy-three students participated in this two-arm parallel randomized controlled trial. Only students in the blended learning group had access to the online preparation platform for oral surgery practical work (PW) on a pig\'s jaw and to the debriefing. Kirkpatrick\'s four-level model was used to assess the educational outcomes directly after (levels 1 and 2) and 6 months later, after the start of the students\' clinical activity (levels 3 and 4).
RESULTS: For level 1, higher global satisfaction scores were found for students in the blended learning compared to the traditional learning group (p = .002). For level 2, blended learning resulted in an increase in knowledge score (p < .01), comparable to that observed in the traditional learning group. For level 3, students in the blended group made more progress in 6 months than those in the traditional group in terms of feeling able to assess and perform anaesthesia (p = .040) and surgical tooth extraction (p = .043). No difference in level 4 was found for the 6-month clinical surgical activity between groups, but students in the blended group felt more able to assess and perform the surgical management of a failed extraction requiring bone removal (p = .044).
CONCLUSIONS: Blended learning for oral surgery PW had a positive impact on three of the four Kirkpatrick levels (level 1, 3 and 4). Efforts should focus on the procedures that are perceived as the most difficult.
摘要：
目标：确定与传统学习相比，混合学习在4年级本科牙科学生获得口腔外科技术技能方面是否会带来更好的教育成果。
方法：73名学生参加了这项双臂平行随机对照试验。只有混合学习小组的学生可以访问在线准备平台，以进行猪下颌的口腔外科实践工作（PW）和汇报。Kirkpatrick的四级模型用于评估直接（1级和2级）和6个月后的教育成果，学生临床活动开始后（3级和4级）。
结果：对于1级，与传统学习组相比，混合学习组的学生的总体满意度得分更高（p=.002）。对于2级，混合学习导致知识得分增加(p<.01)，与传统学习小组中观察到的情况相当。对于3级，混合组的学生在6个月内比传统组的学生在感觉能够评估和执行麻醉（p=.040）和手术拔牙（p=.043）方面取得了更多的进步。在6个月的临床手术活动中，组间没有发现4级差异，但是混合组的学生觉得更有能力评估和执行需要切除骨的手术处理失败(p=.044).
结论：口腔外科PW的混合学习对四个Kirkpatrick级别中的三个（1、3和4级）具有积极影响。努力应侧重于被认为最困难的程序。
方法：73名学生参加了这项双臂平行随机对照试验。只有混合学习小组的学生可以访问在线准备平台，以进行猪下颌的口腔外科实践工作（PW）和汇报。Kirkpatrick的四级模型用于评估直接（1级和2级）和6个月后的教育成果，学生临床活动开始后（3级和4级）。
结果：对于1级，与传统学习组相比，混合学习组的学生的总体满意度得分更高（p=.002）。对于2级，混合学习导致知识得分增加(p<.01)，与传统学习小组中观察到的情况相当。对于3级，混合组的学生在6个月内比传统组的学生在感觉能够评估和执行麻醉（p=.040）和手术拔牙（p=.043）方面取得了更多的进步。在6个月的临床手术活动中，组间没有发现4级差异，但是混合组的学生觉得更有能力评估和执行需要切除骨的手术处理失败(p=.044).
结论：口腔外科PW的混合学习对四个Kirkpatrick级别中的三个（1、3和4级）具有积极影响。努力应侧重于被认为最困难的程序。
