Abstract: This paper proposes an innovative "science popularization-guided" teaching model for stomatology undergraduate education, using oral and maxillofacial surgery as a case study. This model systematically integrates the principles of science communication into all learning phases, using "popularization points" as a driving force for pre-class preparation. In the pre-class phase, instructors design clinical problem-based "popularization points" to guide knowledge exploration. The in-class phase employs scenario simulations and role-playing to train students in converting specialized knowledge into public-friendly explanations, simultaneously fostering medical humanities and communication skills. During the post-class phase, students engage in various science outreach activities, such as content creation and community lectures, to apply knowledge and develop a sense of social responsibility. Compared to problem-based learning (PBL) and case-based learning (CBL), this model uniquely emphasizes the process of "translating knowledge into popular science" as a core method for knowledge internalization and competency development. Teaching practice and evaluation demonstrate that this approach significantly enhances students' clinical thinking, science communication skills, and humanistic literacy, achieving synergistic growth in professional competence, practical ability, and humanistic qualities. It offers a valuable and replicable pathway for cultivating well-rounded oral healthcare professionals.