An assessment of online and offline blended teaching of Stomatology for non-stomatology medical students

Introduction and aims: The COVID-19 pandemic accelerated the adoption of blended teaching models in medical education, highlighting their potential to address challenges in traditional pedagogy. This study evaluates the effectiveness of online and offline blended teaching for non-stomatology medical students in Stomatology, a critical yet often underrepresented discipline in medical curricula. Methods: A blended teaching approach was implemented, combining pre-recorded online lectures with interactive offline sessions. Pre-class surveys assessed students’ perceptions and readiness, while post-class evaluations, including theory tests and satisfaction questionnaires, measured learning outcomes and engagement. Results: The blended teaching model significantly enhanced classroom engagement, stimulated learning enthusiasm, and improved knowledge retention. Students receiving blended teaching demonstrated higher satisfaction and performance compared to those taught through traditional methods. Conclusions: The findings underscore the value of blended teaching in fostering interdisciplinary understanding and clinical competence in Stomatology. This study advocates for the broader application of blended teaching model in interdisciplinary Stomatology teaching to bridge gaps in oral-systemic health training and improve patient outcomes.