关键词: 互联网, 翻转课堂, 口腔医学, 住院医师规范化培训, 核心胜任力

Abstract: Objective    To analyze and compare the effects of online-assisted learning models and traditional offline learning models on the core competencies of dental residents in standardized training by Meta-analyses. Methods    This study was conducted in January 2025 at West China Hospital of Stomatology，Sichuan University. Randomized controlled trials comparing the effect of online-assisted learning models（study group）with that of traditional offline learning models（control group）on standardized training of dental residents were retrieved from CNKI，Wanfang Data，China Biology Medicine Database，PubMed，Web of Science Core Collection，Embase，and Cochrane Library from the inception of these databases to January 6，2025，and the outcome indexes included six aspects of core competencies（professionalism，knowledge and skills，patient care，communication and collaboration，teaching ability，and lifelong learning）. Two researchers independently screened the literature，extracted data，and assessed the risk of bias. Meta-analysis was performed using Review Manager 5.4.1，and the quality of evidence was assessed using the GRADE criteria. Results    A total of 11 studies involving 635 participants were included，with all studies having a moderate risk of bias. The Meta-analyses showed that the study group was better than the control group in terms of knowledge and skills（theoretical knowledge scores and clinical skill scores），communication and collaboration（patient-physician communication scores）and lifelong learning（self-improvement ability scores），and the differences were of statistical significance（theoretical knowledge scores：SMD = 1.41，95%CI：0.90 to 1.93，P < 0.001；clinical skill scores：SMD = 1.34，95%CI：0.76 to 1.93，P < 0.001；patient-physician communication scores：SMD = 0.85，95%CI：0.49 to 1.20，P < 0.001；self-improvement ability scores：SMD = 1.74，95%CI：1.22 to 2.25，P < 0.001）. GRADE results showed that the aspect of knowledge and skills was moderate-quality evidence，the aspects of professionalism，communication and collaboration and lifelong learning were low- or very low-quality evidence，and there was a lack of evidence in terms of patient care and teaching ability. Conclusion    Moderate-quality evidence suggests that online-assisted learning models are likely to enhance the core competencies of dental residents in terms of knowledge and skills. However，due to the limited number of included studies and their unsatisfactory quality，more rigorously-designed，multicenter and large-sample randomized controlled trials are needed to provide further evidence.

Key words: internet, flipped classroom, stomatology, standardized training of resident physicians, core competencies