Objective　To compare the teaching effect of flipped classroom approach versus traditional lecture-based approach on the laboratory training course of Orthodontics cephalometric analysis for dental undergraduates. Methods A total of 60 dental undergraduates who participated in the undergraduate course of Orthodontics were included in the study and randomly divided into experimental group and control group

with 30 students in each group. Flipped classroom approach was performed in the experimental group

while traditional lecture-based approach was used in the control group. Students' recognition towards teaching excellence

theoretical and laboratory performances

and their understanding and application of the key points in orthodontic cephalometric analysis were evaluated. SPSS 22.0 was used for t test and chi-square test. Results　Compared with the control group

students in experimental group gave more favorable rating in learning experience

had better learning motivation and more confidence in understanding and mastering the key points of orthodontic cephalometric analysis

with significant differences (P<0.05). Besides

they also presented better theoretical and laboratory performances and superior mastery of the key points in the post-class quiz

with significant differences (P<0.05). Conclusion Flipped classroom is a promising approach to improve the teaching effect of cephalometric analysis of Orthodontics.