Study design
131 students majoring in clinical medicine at Harbin Medical University were enrolled in this study. They are randomly allocated into either the flipped classroom group (n = 62) or the traditional lecture-based classroom group (n = 69). To assess the effect of flipped teaching, the usual performance and final exam results were used to evaluate the physiology learning effectiveness of students in these two groups. At the same time, the correlation between the usual performance and final exam scores was also determined in flipped classroom group. An anonymous questionnaire survey among the subjects of flipped classroom group was conducted to assess students’ opinion regarding the flipped teaching after course completion.