Abstract: Objective To discuss and study the value role of using microlearning-based flipped classroom model in the teaching of restorative dentistry theory class. Methods Sixty-eight undergraduate dental students of our university in the class of 2018 were included in the study, and were divided into two groups using the random assignment method - the control group (receiving the traditional teaching method) and the observation group (receiving the microlearning-based flipped classroom teaching method) - to compare the students' performance in the theoretical dental prosthodontics class as well as the changes in the passing rate, the students' The students were satisfied with the teaching activities. Results The overall performance and pass rate of the theoretical dental prosthodontics class of the students in the observation group were significantly higher than those in the control group, and the overall satisfaction level of the teaching activities of the students in the observation group was significantly higher than that of the control group, P<0.05, which was statistically different. Conclusion The use of the flipped classroom model based on microcourse in the teaching of theoretical dental prosthodontics can largely improve the students' theoretical grades and passing rates in dental prosthodontics, and make students more satisfied with the teaching activities.

Key words: Microlearning, Flipped classroom, Prosthodontics, Teaching mode, Undergraduate students, Theory teaching