Objective　To explore the application and effect of team-based learning (TBL) combined with flipped classroom in the teaching of physiology. Methods A total of 70 medical students were selected and randomly divided into two groups

experimental group (n=34) and control group (n=36). Both groups studied digestion physiology by different method. In the experimental group

the students were taught by TBL combined with flipped classroom. The control group was given traditional teaching. The students studied and discussed problems in a team

and shared the answers in the flipped classroom. The effects of teaching were evaluated by the final test scores and the self-made questionnaire. SPSS 17.0 was used for t test on data comparison between the two groups. Results　The test scores of digestion physiology in the experimental group were (5.47±1.02) points

which were significantly higher than those of the control group (4.42±1.63) points

with significant differences (P=0.020). A total of 34 questionnaires were issued and 34 valid questionnaires were collected

with an effective rate of 100%. The questionnaire results showed that TBL combined with flipped classroom was accepted and approved by about 82% of students in the experimental group who agreed that the teaching model helps enhance students' initiative and interest in learning

develop their sense of cooperation and comprehensive application ability. Conclusion　TBL combined with flipped classroom is feasible and effective in the physiological teaching

and it can be popularized in medical courses.