Abstract: Objective　To explore the application effect of case-based learning (CBL) in clinical teaching of invisible orthodontic technology without brackets.Methods　A total of 64 undergraduate students majoring in stomatology from January 2018 to December 2021 were selected and randomly divided into control group (n=32) and observation group (n=32), respectively, using lecture-based learning (LBL) and CBL teaching method respectively. After the completion of the course, the teaching evaluation was carried out through questionnaire survey and performance assessment.Results　The autonomous learning time of the observation group was (4.52±1.57) h, and significantly longer than that of the control group (2.76±1.28) h. The difference between the two groups was statistically significant (t=4.915, P<0.001). The observation group was superior to the control group in the combination of theory and practice, cultivation of independent learning ability and interpersonal communication. The differences between the two groups were statistically significant (P=0.015, P=0.009 and P<0.001, respectively). The theoretical and case study scores of the observation group were better than those of the control group, and the differences were statistically significant (P=0.008 and P<0.001, respectively). Through Spearman rank correlation test, there was a positive correlation between case analysis test scores and self-study time (r=0.769, P<0.001).Conclusion　CBL teaching method is of great value for improving the teaching quality of invisible orthodontic technology without bracket.

Key words: case-based learning, orthodontics, invisible correction