Abstract: Objective    To evaluate the effect of the application of e-learning in undergraduate education of oral medicine. Methods　In this retrospective study，totally 445 students who attended oral medicine course were divided into traditional teaching group（192 five-year students and 30 eight-year students of grade 2015）and e-learning group（193 five-year students and 30 eight-year students of grade 2016）. Undergraduates in traditional teaching group received traditional theoretical teaching in classrooms while students in e-learning group received online teaching. Teaching effects were evaluated and compared by course quizzes，final examinations and questionnaires. Statistical analysis was carried out by SPSS 19.0. Results    In the course quizzes，five-year students in traditional teaching group had 2.6 higher scores than e-learning group（P < 0.001）while there was no significant difference in the course quizzes or final examinations among different geographical regions in the e-learning group（P > 0.05）. In the final examinations，scores in traditional teaching group were lower than e-learning group in five-year students while higher in eight-year students，but there was no obvious difference between them（P > 0.05）. The results of questionnaires showed that majority of students in e-learning group were willing to have online education and around 52.75% of them recommend e-learning as the main way for oral medicine course. Conclusion    E-learning can be regarded as an alternative strategy on some special occasions，such as the public health crisis，for undergraduate students in the teaching of oral medicine.

Key words: oral medicine, undergraduate education, teaching mode, e-learning

摘要： 目的    探讨线上教学模式在口腔黏膜病学本科教学中的应用效果。方法    采用回顾性研究方法，将四川大学华西口腔医学院2015级和2016级共445名参加口腔黏膜病学课程的学生，按照学习模式分为传统教学组（2015级5年制192名+8年制30名）和线上教学组（2016级5年制193名+8年制30名）。传统教学模式采用以课堂理论教学为主的模式，区别于线上教学模式。通过平时测验、期末考试及调查问卷评估来比较教学效果。采用SPSS 19.0软件对数据进行统计分析。结果    5年制学生传统教学组的平时成绩比线上教学组高2.6分，差异具有统计学意义（P < 0.001），但线上教学组的平时成绩和期末成绩在各人文地理大区的组间差异均无统计学意义（均P > 0.05）。尽管5年制学生传统教学组的期末成绩略低于线上教学组，而8年制学生传统教学组的期末成绩略高于线上教学组，但差异均无统计学意义（均P > 0.05）。问卷调查结果显示，学生对于线上教学模式的接受度较好，有52.75%的学生推荐线上教学模式。结论    在一些重大公共卫生危机等情况下，线上教学模式可作为口腔黏膜病学本科教学的替代模式。

关键词: 口腔黏膜病学, 本科生教育, 教学模式, 线上教学