Abstract: Objective　To investigate the impact of flipped classroom teaching model on clinical teaching effect of dermatovenereology. Methods　A total of 40 eight-year students majoring in clinical medicine from Shanghai Jiao Tong University School of Medicine in the first semester of 2018-2019 academic year were selected and randomly divided into two groups. The observation group(n=20) adopted flipped classroom teaching mode and the control group(n=20) adopted traditional teaching mode. At the end of the course, the knowledge level (classroom performance, theoretical knowledge, clinical skills) of the two groups were compared. The cognition of medical education environment was evaluated by medical education environment measurement table. A questionnaire was designed to investigate students' satisfaction with teaching effect and study interest. Results　Compared with the control group, the observation group had advantages in the level of knowledge, and the difference was statistically significant (P<0.05). The scores of learning, environment and social field and total score of teaching environment of students in the observation group was higher than those in the control group(P<0.05). The satisfaction of the students in the observation group was significantly higher than that in the control group(P<0.05). The learning interest  of the students in the observation group was significantly higher than those in the control group(P<0.05). Conclusion　In the course of dermatovenereology teaching, the use of flipped classroom teaching method is more stimulate to improving students' interest in learning and cultivating their ability of self-learning, and the teaching effect is satisfactory.

Key words: Flipped classroom teaching, 　Dermatovenereology, 　Clinical teaching