By comparing the similarities and differences in the higher education system and degree levels of stomatology,especially in the undergraduate-level courses,between I.M.Sechenov First Moscow State Medical University and Harbin Medical University,we found that:the class hours for undergraduates majoring in stomatology in Russia are three times as many as those in China,and the former's class hours for PBL accounts for 80％ of its total class hours,which can greatly develop the medical students' competence of life-long learning and innovation.Russia focuses more on the early exposure to oral medical and clinical education.Moreover,they make stomatology penetrate the whole education process.The system of combing postgraduate medical education with residency training in Russia has been developed early and relatively mature,which can provide example for Chinese standardized training of oral residents.The study for the current education system of stomatology in Russia is of great significance in strengthening the cooperation between China and Russia on stomatology education and promoting the reform of Chinese stomatology education.

For adapting to the change of modern medical model and suiting social demand of high quality dentists, this paper compares the differences of undergraduate education in stomatology between China and Russia by using the method of Bereday comparative education, trying to provide some reference for the reform of Chinese stomatology education. Curriculum arrangement in China is being constantly explored based on the Russian model. In China, courses are divided into basic medicine, clinical medicine and stomatology in three stages, making students relatively passive in learning. And the ratio of practice to lecture is far more higher in Russia than that in China. Thus, it's necessary to optimize structure and balance the distribution of stomatological curriculum in China, improve and popularize learning models such as problem -based learning (PBL) and so on, so as to promote the development of stomatology education of China to a higher level.

Objective:To explore the application effects of the goal-oriented teaching method based on mind mapping in the teaching of stomatology practical courses.Methods:From September 2022 to September 2023, 52 fourth-year students of clinical stomatology at Harbin Medical University were divided into test group and control group for practical teaching, with 26 cases in each group. The test group received goal-oriented teaching based on mind mapping, while the control group received traditional teaching, for 20 class hours in both groups. The two groups were compared in terms of general data, theoretical and practical assessment scores, the score of the self-rating scale of self-directed learning (SRSSDL) and the score of critical thinking disposition inventory-Chinese version (CTDI-CV) before and after training, and student satisfaction with teaching activities. SPSS 25.0 software was used to perform the t-test or χ2 test. Results:After completing the practical training courses, the test group showed significantly higher scores than the control group in multiple-choice questions [(16.85±1.39) vs. (15.33±2.21)], fill-in-the-blank questions [(17.21±1.98) vs. (16.01±2.02)], short answer questions [(17.47±2.27) vs. (15.23±2.45)], case analysis [(34.36±2.79) vs. (32.57±3.02)], and practical assessment [(84.69±4.73) vs. (80.57±4.21)] (all P<0.05). The SRSSDL score and CTDI-CV score were improved in both groups, and were significantly higher in the test group [(215.29±10.42) and (357.49±17.80)] than in the control group [(200.23±11.42) and (342.23±17.26)] (both P<0.05). The students of the test group were significantly more satisfied with teaching activities than those of the control group ( P<0.05). Conclusions:Compared with the traditional teaching method, the goal-oriented teaching method based on mind mapping is more effective in stomatology practical teaching, which can improve students' self-directed learning ability and critical thinking ability, promote their mastery of theoretical knowledge, enhance their clinical practice ability, and increase their satisfaction with teaching activities.