Abstract Objective To evaluate the application effect of flipped classroom based on micro-lecture in medical radiology teaching. Methods Fifty eight-year medical program students of grade 2012 in Peking University Third Hospital were recruited. The study was carried out from May to June 2016. The students were randomly divided into the experimental group and the control group, with 25 students in each group. The experimental group received the mixed teaching method (micro-lecture and flipped classroom), while the control group received the traditional teaching method. 10 hours' classes on central nervous system imaging diagnosis were carried out. The students' evaluations of the teaching methods were investigated by questionnaire at the end of the classes. The scores of central nervous system image reading examination between the two groups were compared. Results The self-learning ability, communication ability, knowledge mastery and application ability of the students received flipped teaching method based on micro-lecture were improved. The average test score of the experimental group [(87.84±0.93) points] was significantly higher than the control group [(79.88±2.71) points] (P ＜ 0.05). Conclusion The flipped classroom based on micro-lecture is a scientific and effective teaching model, which can improve the teaching effect of imaging diagnostics.
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