Objective　To discuss the application and effectiveness of the flipped classroom based on Wechat platform in the teaching of neurology. Methods　clinical students of grade 2014 of binjiang college of Zhejiang Chinese Medical University were selected as teaching subject. The students were divided into experimental group which contained a total of 74 students in class one and class three and the control group which contained a total of 38 students in class two. Peripheral neuropathy and neuromuscular-junction disease were selected as teaching contents. The experimental group adopted flipped classroom as the teaching mode and Wechat platform for pre-class preparation

after-school review and interactive communication. The control group was taught by traditional teaching mode. Before and after class

students in the two groups had a small-scale test and were surveyed by questionnaire

respectively. Students in the two groups took the same final exam which included case analysis when the course was over. The scores of the final exam and the results of the case analysis of each group were recorded and analyzed. All data were processed with statistical software SPSS 20.0

and t-test or chi-square test was used. Results　Students in the experimental group had significantly higher test scores in the after-class small-scale test than those in the control group (P=0.038). Their final exam scores were higher than those in the control group (P=0.046)

and their scores of case analysis in the final exam were higher than those in the control group (P=0.026). The results of pre-class questionnaire survey showed that the proportion of students who chose good in the experimental group was higher than that in the control group on the understanding of the learning content and the preparation (P<0.05). In the after-class questionnaire survey

the proportion of students who chose excellent and good in the evaluation of learning interest in the experimental group was higher than those in the control group (P<0.05)

the proportion of students in the experimental chose good in evaluating their self-learning ability was higher than that in the control group (P<0.05)

the proportion of excellent on clinical thinking ability and teaching satisfaction was higher in the experimental group than that in the control group (P<0.05)

and the overall proportion of students who chose excellent and good in all items in the experimental group were higher than that in the control group (P<0.05). In the experimental group

the overall proportion of students who selected excellent and good in on the evaluation of their learning interest was significantly increased in the after-class questionnaire survey compared with the pre-class questionnaire survey (P<0.01). Conclusions　The application of flipped classroom based on Wechat platform is feasible and effective in the teaching of neurology. It can make up for the deficiency of traditional teaching methods. It is helpful to improve students' learning interest and self-learning ability

and is also helpful to exercise their clinical thinking ability. Thus this method deserves further popularization.