Abstract: PURPOSE: To integrate digital dynamic smile aesthetic simulation (DSAS) cognitive education in orthodontic practicum and evaluate the teaching effects. METHODS: A total of 32 dental students during orthodontic practicum were randomly divided into two groups. One group received traditional teaching method to draft treatment plan, and another group was implemented with DSAS teaching method. Then two groups exchanged. Students were asked to grade both teaching methods and statistical analysis was performed on the scoring results with SPSS 24.0 software package. RESULTS: The scores of the DSAS teaching method was much higher than traditional method, and the difference was statistically significant(P=0.012). Students considered that DSAS teaching method was more “novel and fascinating”, and also “convenient for comprehending of orthodontic treatment”. Students hoped to popularize the DSAS teaching method in future orthodontic practicum. CONCLUSIONS: As a novel teaching method, DSAS is more intuitive and vivid to stimulate students' interest in learning, and it is helpful to improve the effect of orthodontic practical teaching.

Key words: Digital integrated teaching method, Dynamic aesthetics, Smile aesthetics, Orthodontic practical teaching