Objective　The blending instructional teaching mode was used in the obstetrical resi-dent standardization training course and the effect was evaluated. Methods　36 resident physicians who attended obstetrical resident standardization training were chosen as blending instructional teaching group and traditional teaching group

18 physicians per group. The physicians of blending instructional teaching group received blending instructional teaching mode

which included the obstetrical MOOC and Flipped Class

while the traditional teaching group only took part in the clinical management ruled by the hospital. Staging examination was performed according to the resident physician culture curriculum. Descriptive statistics

t test and chi-square test were performed by SPSS 21.0 lines. Results　The average score of theory examination [(93.21±5.40) vs. (81.32±7.10)]

practical skill [(89.75±4.70) vs. (68.96±8.20)] and clinical intellectual [(88.64±9.30) vs. (75.88±9.70)] in the blending instructional teaching group was significantly higher than that in the traditional teaching group (P＜0.05). The physicians' satisfaction rate of manipulative ability in the blending instructional teaching group was significantly higher than that in the traditional teaching group (72.22% vs. 16.76%)

which had statistical significance ( χ2=16.74

P=0.003); The physi-cians' satisfaction rate for the tutor in the blending instructional teaching group was significantly higher than that in the traditional teaching group (83.30% vs. 11.11%)

which had statistical significance ( χ2=21.67

P=0.000). Conclusion　The blending instructional teaching mode adapts to the development trend of teaching

and improves the effect of obstetrical resident standardization training course.