Aims To describe the use of blended learning as a method of undergraduate orthodontic teaching delivery and to assess its effectiveness in terms of knowledge gain.

Design Randomised controlled trial.

Setting Queen Mary University of London.

Materials and methods Seventy dental undergraduate students in their fifth year were randomly allocated to receive orthodontic seminar-based teaching either using a blended approach based on an e-learning resource or with no prior teaching. All students were asked to complete tests both before (T0) and after (T1) the study period.

Results The mean post-test score in the intervention group was 98.3% (a 19% improvement on baseline), while the mean score in the control group was 97.2% with intra-group improvements being statistically significant in both groups (P <0.001). However, no significant difference in terms of improvement in knowledge was found between the two groups (P = 0.36). In terms of satisfaction, 82% of the blended group and 74% in the control group rated the teaching as 'very good'.

Conclusions An undergraduate orthodontic-oral surgery e-learning adjunct to traditional teaching was successfully developed. Blending and traditional seminar teaching appear to be equally effective in terms of short-term knowledge gain, with high levels of learner satisfaction common to both approaches.

目的描述混合学习作为本科口腔正畸教学方法的应用，并从知识获取方面评估其有效性。

设计随机对照试验。

设置伦敦玛丽皇后大学。

材料和方法随机分配七十名牙科大学本科生五年级，以基于电子学习资源的混合方法接受正畸研讨会的教学，也可以不进行任何先前的教学。要求所有学生在学习期之前（T0）和之后（T1）完成测试。

结果干预组的测试后平均得分为98.3％（比基线提高19％），而对照组的平均测试得分为97.2％，两组的组内改善均有统计学意义（P <0.001） 。然而，两组之间在知识提高方面没有发现显着差异（P = 0.36）。在满意度方面，有82％的混合组和74％的对照组将教学评为“非常好”。

结论成功地开发了一种与传统教学相辅相成的本科正畸口腔电子学习课程。在短期知识获取方面，融合和传统研讨会教学似乎同样有效，两种方法都具有很高的学习者满意度。